Abstract :
Procrastination, characterized by the voluntary delay of important tasks despite knowing the negative consequences, is a prevalent issue among university students, impacting academic performance and emotional well-being. Recent research in positive psychology suggests that gratitude practices can enhance self-regulation and emotional satisfaction, potentially reducing procrastination. This study investigates the role of gratitude practices in overcoming procrastination, with self-regulation as a mediating factor. A cross-sectional survey was conducted with 250 university students aged 18–30 years, employing the Gratitude Questionnaire-6 (GQ-6), General Procrastination Scale (GPS), and Short Self-Regulation Questionnaire (SSRQ). Statistical analyses, including regression and mediation analyses using PROCESS macro, revealed that higher gratitude significantly predicts lower procrastination levels. Furthermore, self-regulation partially mediates this relationship, indicating that gratitude improves self-control and emotional regulation, which in turn reduces procrastination behaviors. The findings highlight the importance of integrating gratitude interventions in educational settings to enhance motivation, time management, and overall psychological well-being. Practical implications include promoting structured gratitude exercises, such as journaling or verbal acknowledgments of appreciation, to help students manage tasks effectively. Limitations of the study include reliance on self-reported measures, a homogeneous sample from a single university, and cross-sectional design, restricting causal inference. Future research should employ longitudinal and experimental designs across diverse populations to strengthen the understanding of gratitude’s role in behavioral self-regulation. Overall, fostering gratitude appears to be a promising approach to mitigating procrastination and enhancing academic and personal development among students.