A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education

Abstract Student dropout is a multi-causal process. Different theoretical models on student consider dysfunctional study behavior (e.g., academic procrastination) and low satisfaction as possible determinants of students’ intentions during their university studies. However, these neglect contemporary conceptualizations that assume reverse relationships between other the Until now, empirical evidence assumptions scant. The present three-wave longitudinal explored reciprocal procrastination, satisfaction, over one semester. To this end, we used data N = 326 undergraduate students enrolled in mathematics law. Our latent cross-lagged panel model replicated existing cross-sectional findings variables (i.e., intentions). Regarding relations, expected, effects showed higher significantly related to subsequent procrastination lower satisfaction. Unexpectedly, did not relate intentions. Additionally, associated with intentions—possibly due unfulfilled expectations. Further, procrastination—possibly more confidence among satisfied students. results broaden view part dynamic interplay need refine models’ accordingly. Practically, realistic expectations seem important reduce counselors should have closer look at reasons for develop individual solutions behavior.