See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/311844440

The prevalence of academic procrastination and its association with medical

students' well-being status

Article · August 2016

CITATIONS READS

10 2,520

2 authors, including:

Forough Mortazavi
Sabzevar University of Medical Sciences
58 PUBLICATIONS   256 CITATIONS   

SEE PROFILE

Some of the authors of this publication are also working on these related projects:

Fatigue in pregnancy View project

comparison of vaginal, oral and sublingual misoprostol View project

All content following this page was uploaded by Forough Mortazavi on 23 December 2016.

The user has requested enhancement of the downloaded file.

Volume 3 Issue 2 INTERNATIONAL JOURNAL OF HUMANITIES AND
September 2016 CULTURAL STUDIES ISSN 2356-5926

The prevalence of academic procrastination and its association with medical

students’ well-being status
Forough Mortazavi
Assistant Professor, Ph.D. of Reproductive Health
Sabzevar University of Medical Sciences, Sabzevar, Iran

Abstract

Purpose: Academic procrastination or putting off doing a task until tomorrow has been a
common disorder among students. The aim of this study was to investigate the prevalence of
academic procrastination among Sabzevar medical students and examine the relation between
academic procrastination and well-being status in this population.
Method: This cross-sectional study was conducted on 498 students of Sabzevar University of
Medical Sciences. The inclusion criterion required participants to be undergraduate students.
We used a stratified random sampling method to collect the data. Students filled out the
Procrastination Assessment Scale-Student (PASS) and the World Health Organization-5 Well-
Being Index (WHO-5).
Results: Students completed 400 questionnaires (response rate of 80%). The percentage of
participants who were female, single, and resident in a dormitory were 76%, 78%, and 67%
respectively. The mean score of the WHO-5 well-being index were 58.4 ± 20.7 (ranging from 0
to 100). Results showed that 34.8%, 37.1%, 49.9%, 13.8%, 27.6%, and 44.4% of the participants
procrastinated most of the times or always in the first to 6th domains of the scale respectively.
There was a significant difference between the mean procrastination score of depressed and
non-depressed students.
Conclusion: low well-being status and academic procrastination were both common and
interrelated. University teachers should consider low well-being status when their students
frequently procrastinate their tasks. Screening of low well-being status and proper intervention
is recommended to improve both students’ mental health and academic achievements.

Keywords: mental health, student, education, medical, undergraduate.

http://www.ijhcs.com/index.php/ijhcs/index Page 1256

Volume 3 Issue 2 INTERNATIONAL JOURNAL OF HUMANITIES AND
September 2016 CULTURAL STUDIES ISSN 2356-5926

Background
Procrastination or delay starting or completing tasks until the last possible minutes has been a
common disorder among both youth and adults. It may involve different tasks or duties.
Academic procrastination was defined as delaying academic tasks like studying lessons, studying
for exams, and doing academic projects 1, 2. The prevalence of academic procrastination has been
reported to be 20-90 percent3-5. With mentioned wide variability across previous studies, it is
necessary to assess its prevalence in new settings. One of the consequences of academic
procrastination was that it might negatively influence students’ academic achievement 6, 7. In
addition, procrastinators had lower life satisfaction than do non-procrastinators 8. Since academic
procrastination has been contributed to low academic achievement and life satisfaction, it
deserves to investigate factors associated with this problem. On the other hand, it is important to
assess whether it is a sign of another prevalent problem. However, such studies are lacking in
medical students of Iran.
Few studies were conducted to investigate the correlate of academic procrastination. Results of a
study on 150 students indicated that academic procrastination has been related to depression 9.
This study indicated that depressed people were more likely to put off household chores, tasks at
work, and repairing relationship problems. They even may procrastinate seeking help for
personal problems or health problems.
Depression was been a major contributor to the overall global burden of disease 10. Due to the
facts that medical training is stressful and students usually face adolescent challenges, university
students experience higher rates of depression in comparison with general population 11, 12. A
worldwide systematic review showed that the prevalence rates of depression among students
ranged from 10% to 85% 11, 12. The overall prevalence of moderate depressive symptoms in a
study on university students in Kenya was 35.7% 13. In a study in Saudi students, about 30% of
participants were depressed. In a systematic review conducted in Iran, the prevalence of
depression in university students was 33% 14.
Depression in medical students was associated with numerous problematic outcomes. Course
drop-out rate among depressed medical students was more common than non-depressed students
15
. The findings of a study in Iran also revealed that students with higher happiness score had a
better school performance 16.
Since both academic procrastination and depression were globally prevalent problems among
students and influenced their academic achievement, the aim of this study was to investigate the
prevalence of academic procrastination and depression among Sabzevar medical students. In
addition, we aimed to examine the relation between academic procrastination and students' well-
being in this population.

Methods
This study was cross-sectional and conducted on 498 students in Sabzevar University of Medical
Sciences. The inclusion criterion was being an undergraduate medical student of Sabzevar
University. We determined the sample size based on previous studies in which the rate of
procrastination was estimated 50-90%. Using the formula pqz2 /d2, with a confidence level of

http://www.ijhcs.com/index.php/ijhcs/index Page 1257

Volume 3 Issue 2 INTERNATIONAL JOURNAL OF HUMANITIES AND
September 2016 CULTURAL STUDIES ISSN 2356-5926

95%, a power of 80%, and the degree of precision of .05, the sample size was estimated 138-384.
Considering the higher estimation and probability of non-response rate of 30%, the sample size
was determined 498. We used a stratified random sampling method to collect the data. Since the
total number of the Sabzevar University medical undergraduate students at fall 2014 was 1466,
we distributed questionnaire among one-third of the students. We randomly selected one-third of
the students of each four levels in different courses. The questionnaires were distributed in the
first eight-week sessions of the fall 2014 semester. All the students gave their consent to
participate in the study. The Ethics Committee of the Sabzevar University of Medical Sciences
approved the study protocol (Approval No. 93.49).

Instruments
Students filled out a socio-demographic questionnaire and two scales.
World Health Organization-5 Well-Being Index (WHO-5): The WHO-5 Well-Being Scale 17
consisted of five items about the respondent’s feelings during the last 2-week period. Items were
rated on a 6-point Likert scale from 0 to 5, with 0 indicative of positive feelings at no time and 5
indicative of constant positive feelings. The total score ranged from 0 to 25 and could be
converted to 0 to 100. A cutoff point of 50 was recommended for diagnosing of low well-being
status. The WHO-5 has been validated in previous studies 18, 19. The WHO-5 Well-Being Scale
has been translated into Persia and validated 20.
The Procrastination Assessment Scale-Student (PASS): The PASS was created by Solomon and
Rothblum 2, consisted of 44 items in two parts. The first part included18 items which measured
the level of procrastination in six academic domains. Each of these six domains contains three
items rated on 5-point Likert-type scales. The second part of the PASS contained 26 items, each
rated on a 5-point Likert-type scale ranging from 1 indicative of "not at all reflects why I
procrastinated" to 5 indicative of "definitely reflects why I procrastinated", assessing the reasons
for academic procrastination (ranging from 26 to 130). This part consisted of four factors
including low confidence, risk taking, laziness, and dependency. The validity of the PASS has
been supported during the Solomon’s study 2. The validity and reliability of the Farsi version of
the scale were demonstrated in our previous paper. Two items were added to the second part of
the scale 21.

Data analyses
We used SPSS version 18.0 (SPSS Inc., Chicago, IL, USA) for Windows to analyze the data.
Descriptive tests, t-test, and ANOVA were used to describe the sample, comparing two means,
and comparing three means respectively.

Results

This cross-sectional study was conducted on 498 students of Sabzevar University of Medical
Sciences. We received four hundred completed questionnaires (response rate of 80%). Reliability
http://www.ijhcs.com/index.php/ijhcs/index Page 1258
Volume 3 Issue 2 INTERNATIONAL JOURNAL OF HUMANITIES AND
September 2016 CULTURAL STUDIES ISSN 2356-5926

of the WHO-5 scale was .887. Reliability of the first and second parts of the PASS was .781 and
.861. The characteristics of the participants are shown in table 1. The percentage of participants
who were female, single, and resident in dormitory were 76%, 78%, and 67% respectively. The
grade level of 40.3%, 35.4%, 21.8%, and 2.6% of the participants was a freshman, sophomore,
junior, and senior respectively. The mean score of the WHO-5 well-being index were 58.4 ± 20.7
(ranging from 0 to 100). The mean score of WHO-5 for 30.7% of participants was lower than 50,
indicating poor psychological state. There was a significant difference between the mean well-
being score of singles and married.
Table 1. The Study Sample Characteristics and Means of well-being index (N = 400)

N (%) M ± SD P - value
Age .243
≤ 20 222 (56.6) 57.42 ± 20.7
20 < 178 (43.4) 59.85 ± 20.3
Sex .443
Female 304 (76.2) 58.72 ± 20.3
Male 96 (23.8) 56.79 ± 21.61
Marital status .012*
Single 319 (79.9) 56.93 ± 20.6
Married 81 (20.1) 63.45 ± 20.1
Grade level <.001**
Freshman 165 (40) 61.90 ± 18.4
Sophomore 142 (35.5) 52.56 ± 21.7
Junior and Senior 98 (24.5) 63.36 ± 21.0
Resident in dormitory .285
Yes 266 (66.7) 57.48 ± 20.2
No 134 (33.3) 59.87 ± 21.7
Total 400 (100) 58.4 ± 20.7
Data are presented as N (%) or Mean ± SD * <.05, ** <0.001

Results of the frequency of the procrastination are presented in table 2. Results showed that
34.8%, 37.1%, 49.9%, 13.8%, 27.6%, and 44.4% of the participants procrastinated most of the
times or always in the first to 6th domains of the scale respectively. Besides, 41.9%, 62.4%,
54.4%, 32.8%, 26.3%, and 18.5% of the participants declared that procrastination in the first to
6th domains of the scale were problematic for them respectively and 43.1%, 54.6%, 42.6%,
41.6%, 32.3%, and 19.3% of the participants declared that they were definitely willing to
decrease procrastination in the first to 6th domains of the scale respectively (table 2).

http://www.ijhcs.com/index.php/ijhcs/index Page 1259

Volume 3 Issue 2 INTERNATIONAL JOURNAL OF HUMANITIES AND
September 2016 CULTURAL STUDIES ISSN 2356-5926

Table 2. Frequency of procrastination domains

Tendency to procrastinate [N (%)]

Almost Nearly
Sometimes Always
Never Never Always
A 32 (8) 92 (23) 136 (34) 100 (25) 40 (10)
B 42 (10.5) 99 (24.8) 111 (27.8) 108(27) 40 (10)
C 23 (5.8) 72 (18) 105 (26.3) 128 (32) 72 (18)
D 124 (31) 157 (39.3) 64 (16) 43 (10.8) 12 (3)
E 96 (24) 110 (27.5) 84 (21) 78 (19.5) 32 (8)
F 38 (9.5) 83 (20.8) 102 (25.5) 118 (29.5) 59 (14.8)
Having problematic procrastination
A 16 (4) 73 (18.3) 143 (35.8) 130 (32,5) 38 (9.5)
B 15 (3.8) 42 (10.5) 94 (23.5) 157 (39.3) 92 (23)
C 20 (5) 50 (12.5) 129 (32.3) 146 (36.5) 55 (13.8)
D 58 (14.5) 118 (29.5) 93 (23.3) 88 (22.0) 43 (10.8)
E 75 (18.8) 99 (24.8) 121(30.3) 69 (17.3) 36 (9.0)
F 94 (23.5) 133 (33.3) 99 (24.8) 57 (14.3) 17 (4.3)
Willingness to decrease procrastination
Not willing to Definitely Want to
Somewhat
Decrease Decrease
A 38 (9.5) 40 (10.0) 98 (24.5) 52 (13.0) 172 (43.0)
B 35 (8.8) 27 (6.8) 59 (14.8) 61 (15.3) 218 (54.5)
C 32 (8.0) 33 (8.3) 84 (21.0) 81 (20.3) 170 (42.5)
D 74 (18.5) 33 (8.3) 74 (18.5) 53 (13.3) 166 (41.5)
E 70 (17.5) 41 (10.3) 98 (24.5) 62 (15.5) 129 (32.3)
F 80 (20.0) 72 (18.0) 124 (31.0) 47 (11.8) 77 (19.3)
A. writing a term paper; B. studying for an exam;
C. keeping up with weekly reading assignments; D. performing administrative tasks;
E. attending meetings; F. performing other academic tasks

In table 3, the frequency of reasons for procrastination is presented. We summed up the score of
the first two items of all six domains of the first part of the instrument to create the
procrastination score.

http://www.ijhcs.com/index.php/ijhcs/index Page 1260

Volume 3 Issue 2 INTERNATIONAL JOURNAL OF HUMANITIES AND
September 2016 CULTURAL STUDIES ISSN 2356-5926

Table 3. Reasons of academic procrastination (%)

Choices

Reasons of procrastination 1, 2 3 4, 5

21. You had a hard time knowing what to include and what not to 40.9 20.6 38.6
include in your paper.
22. You had too many other things to do 39.6 22.8 37.5

34. You didn't have enough energy to begin the task 42.1 22.3 35.7

39. You were concerned you wouldn't meet your own expectations 42.8 23.1 34.1

35. You felt it just takes too long to write a term paper 43.9 24.9 31.2

20. You waited for your classmate's presentation to learn how to 44.4 24.4 31.2
prepare your work
42. You set very high standards for yourself and you worried that 50.3 19.2 30.6
you wouldn't be able to meet those standards

37. You knew that your classmates hadn't started the paper either 48.3 21.5 30.3

27. You really disliked writing term papers 55.1 15.3 29.6

46. You thought that at the end of the semester your teacher would 56.1 14.9 29.0
be busy and would not check your work precisely†

24. You were worried you would get a bad grade 49.0 22.8 28.2

23. There's some information you needed to ask the professor, but 51.5 21.1 27.4
you felt uncomfortable approaching him/her

45. You anticipated the cancelation of the project† 58.5 14.6 27.0

26. You didn't think you knew enough to write the paper 47.7 25.3 27.1

28. You felt overwhelmed by the task 57.9 17.6 24.5

31. You couldn't choose among all the topics 52.3 23.3 24.3

25. You resented having to do things assigned by others 60.4 17.8 21.9

38. You resented people setting deadlines for you 58.7 19.5 21.8

http://www.ijhcs.com/index.php/ijhcs/index Page 1261

Volume 3 Issue 2 INTERNATIONAL JOURNAL OF HUMANITIES AND
September 2016 CULTURAL STUDIES ISSN 2356-5926

33. You didn't trust yourself to do a good job 61.1 17.4 21.5

43. You felt that the project was harder than you could do 58.9 19.5 21.5

41. You waited to see if the professor would give you some more 55.2 23.3 21.5
information about the paper.

19. You were concerned the professor wouldn't like your work 57.0 12.6 19.8

29. You had difficulty requesting information from other people 64.2 16.9 18.9

30. You looked forward to the excitement of doing this task at the 71.1 12.3 16.6
last minute

40. You were concerned that if you got a good grade, people would 75.3 11.5 13.1
have higher expectations of you in the future

36. You liked the challenge of waiting until the deadline 74.6 12.6 12.8

32. You were concerned that if you did well, your classmates would 76.6 10.8 12.5
resent you

44. Your friends were pressuring you to do other things 66.9 11.8 11.3
1.not at all Reflects Why I Procrastinated, 2., 3. Somewhat, 4., 5. Definitely Reflects Why I Procrastinated

The mean procrastination score was 35.75±6.65 (ranging from 13 to 57). There was a significant
difference between the mean procrastination score of depressed and non-depressed students
(table 4).
Table 4. Means of Procrastination scores according to students’ well-being status

N (%) Procrastination mean score P

Well-being score
< 50 123 (30.7) 37.25 ± 7.4 .006**
50 ≤ 277 (69.3) 35.10 ± 6.2
**P<0.01

We compared the well-being status of students and their procrastination scores (table 5). Chi-
square test indicated that depressed students had more tendencies to procrastinate in performing
administrative tasks and attending meetings with professors than non-depressed did. In addition,

http://www.ijhcs.com/index.php/ijhcs/index Page 1262

Volume 3 Issue 2 INTERNATIONAL JOURNAL OF HUMANITIES AND
September 2016 CULTURAL STUDIES ISSN 2356-5926

they had less willingness to decrease procrastination in performing other academic tasks than
non-depressed did (P<0.05).
Table 5. Frequency of procrastination according to students’ well-being status

Well-being score

50 ≤ < 50 P

Never or Almost Never 205(74.0) 76(61.8)

D1 Sometimes 40(14.4) 24(19.5) 0.042*

Always or Nearly Always 32(11.6) 23(18.7)

Never or Almost Never 153(55.2) 53(43.1)

E1 Sometimes 58(20.9) 26(21.1) 0.032*

Always or Nearly Always 66(23.8) 44(35.8)

Not willing to decrease 49(17.7) 31(25.2)

F3 Somehow 166(59.9) 77(62.6) 0.029*

Definitely want to decrease 62(22.4) 15(12.2)

D. Tendency to procrastinate in performing administrative tasks; E. Tendency to procrastinate in attending meetings; F. Willingness to decrease
procrastination in performing other academic tasks

Discussion

Academic procrastination and depression are two common and problematic issues among
university students. Out results indicated that academic procrastination was negatively correlated
with students' well-being scores, which means that the more they were depressed the more they
procrastinated their academic tasks. However, it was possible to conclude that the more they
procrastinated their academic tasks, the more they were depressed.

The prevalence of lower well-being state in this study (30.7%) was congruent with previous
systematic review study in Iran in which the prevalence of depression in the university students
was estimated to be 33% 14. Results of a worldwide systematic review showed that the weighted
mean prevalence of depression was 30.6% 11, 12.

http://www.ijhcs.com/index.php/ijhcs/index Page 1263

Volume 3 Issue 2 INTERNATIONAL JOURNAL OF HUMANITIES AND
September 2016 CULTURAL STUDIES ISSN 2356-5926

In our study, well-being score was lower in single students than married. This result was in
agreement with the Sarokhani study 14 and was different from Othieno’s study 13. We also found
that well-being scores were lower in sophomores than freshman students were. Previous studies
showed that depression was more common in the first year students12, 13, 22-24. We did not find
any differences between female and male students’ well-being scores which lack agreement with
previous studies 12, 15, 25, 26.
Our results showed that 34.8%, 37.1%, 49.9%, 13.8%, 27.6%, and 44.4% of the participants
procrastinated most of the times or always in the first to 6th domains of the scale respectively. In
Solomon’s Study, the corresponding figures were 46%, 27.6%, 30.1%, 10.6%, 23%, and 10.2%
respectively 2. In this study, 41.9%, 62.4%, and 54.4% of the participants declared that
procrastination in the three first domains of the scale was problematic for them respectively. The
corresponding figures in Solomon’s study were 23.7%, 21.2%, and 23% respectively. In this
study, 43.1%, 54.6%, and 42.6% of the participants declared that they were definitely willing to
decrease the procrastination habit. The corresponding figures in Solomon’s study were 65%,
62.2%, and 55.1% respectively. We concluded that academic procrastination was more prevalent
among Sabzevar medical students and it was more problematic for our sample than Solomon’s
study sample. However, our students were less willing to decrease procrastination habit than
Solomon’s study sample.
The six most common reasons for procrastination belonged to laziness and dependency factors.
These reasons were less threatening to their abilities (eg., you didn't have enough energy to begin
the task) than factors that may cast doubt on their abilities (eg., you didn't trust yourself to do a
good job) 21. This result is in harmonious with Milgram’s study 27.
In this study, we investigate the prevalence rate of low well-being status and academic
procrastination among medical students. We recommend that in future studies, different
interventions be applied to help students to decrease their procrastination habits. In addition,
intervention to improve students’ well-being status is needed.

Limitations and strengths points

This cross-sectional study was subject to one common limitation of such a design. This
limitation was that the relation between two variables was not a cause and effect relation.
Although academic procrastination may be due to low level of well-being, it can provoke anxiety
and depression. Feeling that it is too late to be ready for the exams or feeling overwhelmed
affects mood and wellbeing. Further research is needed to answer this question. Another
limitation was that we could not control how precise students answered the questions. The
strength point of the study was its response rate 80%.

Conclusions and implications for practice

We learned that low well-being status and academic procrastination are both common and
interrelated in this population. University advisors and counselors should screen student for
depression and academic procrastination. They then should train students how to control
procrastination and increase their well-being. In addition, school health programs should be
included with programs that promote happiness.

http://www.ijhcs.com/index.php/ijhcs/index Page 1264

Volume 3 Issue 2 INTERNATIONAL JOURNAL OF HUMANITIES AND
September 2016 CULTURAL STUDIES ISSN 2356-5926

Acknowledgement
The author wishes to thank all students who participated in this study.
Financial Disclosure
Sabzevar University of Medical Sciences approved and financed this work (approval no.
393080239).
Conflict of interest
The author declares no conflict of interest.

http://www.ijhcs.com/index.php/ijhcs/index Page 1265

Volume 3 Issue 2 INTERNATIONAL JOURNAL OF HUMANITIES AND
September 2016 CULTURAL STUDIES ISSN 2356-5926

References

.1 Özer BU, Demir A, Ferrari JR. Exploring Academic Procrastination Among Turkish
Students: Possible Gender Differences in Prevalence and Reasons. J Soc Psychol. 2009; 149(2):
241-57. PMID: 19425360 http://www.ncbi.nlm.nih.gov/pubmed./
.2 Solomon LJ, Rothblum ED. Academic procrastination: Frequency and cognitive-
behavioral correlates. J Couns Psychol. 1984; 31(4): 503-9. doi.org/10.1037/0022-167.31.4.503
http://psycnet.apa.org/psycinfo/1985-07993-001.
.3 Ferrari J. Procrastination as selfregulation failure of performance: Effects of cognitive
load, self awareness, and time limits on ‘working best under pressure’. Eur J Pers. 2001; 15:
391-406. DOI: 10.1002/per.413 http://onlinelibrary.wiley.com/doi/10./per.413/abstract.
.4 Ferrari JR, Ozer BU, Demir A. Chronic procrastination among Turkish adults: exploring
decisional, avoidant, and arousal styles. J Soc Psychol. 2009; 149(3): 402-8. PMID: 19537606
http://www.ncbi.nlm.nih.gov/pubmed/425360.
.5 Harriott J, Ferrari JR. Prevalence of procrastination among samples of adults. Psychol
Rep. 1996; 78(2): 611-6. doi: 10.2466/pr0.1996.78.2.611
http://www.amsciepub.com/doi/abs/10.2466/pr0.1996.78.2.611.
.6 Lakshminarayan N, Potdar S, Reddy SG. Relationship between procrastination and
academic performance among a group of undergraduate dental students in India. J Dent Educ.
2013; 77(4): 524-8. PMID: 23576599
http://www.ncbi.nlm.nih.gov/pubmed/?term=Lakshminarayan+N%2C+Potdar+S%2C+Reddy+S
G.
.7 Madhan B, Kumar C, Naik E, Panda S, Gayathri H, Barik A .Trait procrastination among
dental students in India and its influence on academic performance. J Dent Educ. 2012 76(10):
1393-8. PMID: 23066141 http://www.ncbi.nlm.nih.gov/pubmed/?term.=
.8 Özer BU, Saçkes M. Effects of Academic Procrastination on College Students’ Life
Satisfaction. Procedia Social and Behavioral Sciences 2011; 12: 512-9.
doi:10.1016/j.sbspro.2011.02.063
http://www.sciencedirect.com/science/article/pii/S1877042811001534.
.9 Saddler CD, Sacks LA. Multidimensional perfectionism and academic procrastination:
relationships with depression in university students. Psychol Rep. 1993; 73(3 Pt 1): 863-71
http://www.ncbi.nlm.nih.gov/pubmed/?term=Saddler+CD%2C+Sacks+LA.+Multidimensional+p
erfectionism.
.10 Depression. 2015 [cited; Fact sheet N°369]. Available from:
http://www.who.int/mediacentre/factsheets/fs369/en/
.11 Ibrahim AK, Kelly SJ, Adams CE, Glazebrook C. A systematic review of studies of
depression prevalence in university students. Journal of psychiatric research. 2013; 47(3-391 :)
400http://www.ncbi.nlm.nih.gov/pubmed/23260171.

http://www.ijhcs.com/index.php/ijhcs/index Page 1266

Volume 3 Issue 2 INTERNATIONAL JOURNAL OF HUMANITIES AND
September 2016 CULTURAL STUDIES ISSN 2356-5926

.12 Dahlin M, Joneborg N, Runeson B. Stress and depression among medical students: a
cross-sectional study. Medical Education. 2005; 39(6): 594-604
http://www.ncbi.nlm.nih.gov/pubmed/15910436.
.13 Othieno CJ, Okoth RO, Peltzer K, Pengpid S, Malla LO. Depression among university
students in Kenya: prevalence and sociodemographic correlates. Journal of affective disorders.
2014; 165: 120-5
http://www.ncbi.nlm.nih.gov/pubmed/?term=Depression+among+university+students+in+Ken
ya%3A+prevalence+and+sociodemographic+correlates.
.14 Sarokhani D, Delpisheh A, Veisani Y, Sarokhani MT, Manesh RE, Sayehmiri K. Prevalence
of Depression among University Students: A Systematic Review and Meta-Analysis Study.
Depression research and treatment. 2013; 2013: 7
http://www.ncbi.nlm.nih.gov/pubmed/24187615.
.15 Dyrbye LN, Thomas MR, Power DV, Durning S, Moutier C, Massie FSJ, et al. Burnout and
Serious Thoughts of Dropping Out of Medical School: A Multi-Institutional Study. Academic
Medicine. 2010; 85(1): 94-102 http://www.ncbi.nlm.nih.gov/pubmed/20042833.
.16 Heizomi H, Allahverdipour H, Asghari Jafarabadi M, Safaian A. Happiness and its relation
to psychological well-being of adolescents. Asian journal of psychiatry. 2015:
http://www.ncbi.nlm.nih.gov/pubmed/?term=Heizomi+H%2C+Allahverdipour+H%C+Asghari+Ja
farabadi+M%C+Safaian+A.+Happiness+and+its+relation+to+psychological+well-
being+of+adolescents.
.17 WHO Collaborating Center for Mental Health .Psychiatric Research Unit. WHO (Five)
Well-Being Index. 1998 version [cited 2012 july 5]; http://www.who-5.org/]. Available from:
http://www.who-5.org/
.18 De Wit M, Pouwer F, Gemke RJ, Delemarre-van de Waal HA, Snoek FJ. Validation of the
WHO-5 Well-Being Index in adolescents with type 1 diabetes. Diabetes care. 2007; 30(8): 2003-
6. PMID: 17475940
http://www.ncbi.nlm.nih.gov/pubmed/?term=De+Wit+M%2C+Pouwer+F%2C+Gemke+RJ%2C+
Delemarre-van+de+Waal+HA%2C+Snoek+FJ.+Validation+of+the+WHO-5+Well-
Being+Index+in+adolescents+with+type+1+diabetes.
.19 Bonsignore M, Barkow K, Jessen F, Heun R. Validity of the five-item WHO Well-Being
Index (WHO-5) in an elderly population. Eur Arch Psychiatry Clin Neurosci. 2001; 251 Suppl 2:
II27-31. PMID: 11824831
http://www.ncbi.nlm.nih.gov/pubmed/?term=Bonsignore+M%2C+Barkow+K%2C+Jessen+F%2C
+Heun+R.+Validity+of+the+five-item+WHO+Well-Being+Index+%28WHO-
5%29+in+an+elderly+population.
.20 Mortazavi F, Mousavi S-A, Chaman R, Khosravi A. Validation of the world health
organization 5 well-beibg index: assessment of maternal well-being and associated factors. Turk
Psikiyatri Derg. 2015; 26(1): 48-55. PMID: 25742037
http://www.ncbi.nlm.nih.gov/pubmed/?term=Mortazavi+F%2C+Mousavi+S-

http://www.ijhcs.com/index.php/ijhcs/index Page 1267

Volume 3 Issue 2 INTERNATIONAL JOURNAL OF HUMANITIES AND
September 2016 CULTURAL STUDIES ISSN 2356-5926

A%2C+Chaman+R%2C+Khosravi+A.+Validation+of+the+world+health+organization+5+well-
beibg+index%3A+assessment+of+maternal+well-being+and+associated+factors.
.21 Mortazavi F, Mortazavi SS, Khosrorad R. Psychometric Properties of the Procrastination
Assessment Scale-Student (PASS) in a Student Sample of Sabzevar University of Medical
Sciences. Iran Red Crescent Med J. 2015; 17(9): e28328
http://www.ncbi.nlm.nih.gov/pubmed/?term=Mortazavi+F%2C+Mortazavi+SS%2C+Khosrorad+
R.+Psychometric+Properties+of+the+Procrastination+Assessment+Scale-Student+%28PASS%29.
.22 Sreeramareddy CT, Shankar PR, Binu V, Mukhopadhyay C, Ray B, Menezes RG.
Psychological morbidity, sources of stress and coping strategies among undergraduate medical
students of Nepal. BMC Medical Education. 2007; 7(1): 1-8
http//:www.ncbi.nlm.nih.gov/pubmed/?term=Sreeramareddy+CT%2C+Shankar+PR%C+Binu+V
%C+Mukhopadhyay+C%C+Ray+B%C+Menezes+RG.+Psychological+morbidity%C+sources+of+str
ess+and+coping+strategies+among+undergraduate+medical+students+of+Nepal.
.23 Mancevska S, Bozinovska L, Tecce J, Pluncevik-Gligoroska J, Sivevska-Smilevska E.
Depression, anxiety and substance use in medical students in the Republic of Macedonia.
Bratislavske lekarske listy. 2008; 109(12): 568-72
http://www.ncbi.nlm.nih.gov/pubmed/?term=Mancevska+S2%C+Bozinovska+L%2C+Tecce+J%2
C+Pluncevik-Gligoroska+J%2C+Sivevska-Smilevska+E.
.24 Bassols AM, Okabayashi LS, Silva AB, Carneiro BB, Feijo F, Guimaraes GC, et al. First- and
last-year medical students: is there a difference in the prevalence and intensity of anxiety and
depressive symptoms? Revista brasileira de psiquiatria (Sao Paulo, Brazil : 1999). 2014; 36(3):
233-40
http://www.ncbi.nlm.nih.gov/pubmed/?term=Bassols+AM%2C+Okabayashi+LS%2C+Silva+AB%
2C+Carneiro+BB%2C+Feijo+F%2C+Guimaraes+GC%2C+et+al.+First-+and+last-
year+medical+students%3A+is+there+a+difference.
.25 Guerrero Lopez JB, Heinze Martin G, Ortiz de Leon S, Cortes Morelos J, Barragan Perez
V, Flores-Ramos M. [Factors that predict depression in medical students]. Gaceta medica de
Mexico 604-598 :)6(149 ;2013 .
http://www.ncbi.nlm.nih.gov/pubmed/?term=Guerrero+Lopez+JB%2C+Heinze+Martin+G%2C+
Ortiz+de+Leon+S%2C+Cortes+Morelos+J%2C+Barragan+Perez+V%2C+Flores-Ramos+M.
.26 Raheel H. Depression and Associated Factors among Adolescent Females in Riyadh,
Kingdom of Saudi Arabia, A Cross-sectional Study. International journal of preventive medicine.
2015; 6: 90
http://www.ncbi.nlm.nih.gov/pubmed/?term=Raheel+H.+Depression+and+Associated+Factors
+among+Adolescent+Females+in+Riyadh%2C+Kingdom+of+Saudi+Arabia%2C+A+Cross-
sectional+Study.
.27 Milgram N, Marshevsky S, Sadeh C. Correlates of academic procrastination: Discomfort,
task aversiveness, and task capability. J Psychol. 1995; 129(2): 145–55. PMID:7760291

http://www.ijhcs.com/index.php/ijhcs/index Page 1268

 Volume 3 Issue 2 INTERNATIONAL JOURNAL OF HUMANITIES AND
September 2016 CULTURAL STUDIES ISSN 2356-5926

http://www.ncbi.nlm.nih.gov/pubmed/?term=Milgram+N%2C+Marshevsky+S%2C+Sadeh+C.+C
orrelates+of+academic+procrastination.

http://www.ijhcs.com/index.php/ijhcs/index Page 1269

View publication stats