Does Resilience Buffer the Association Between Academic Burnout and Academic Procrastination? Evidence From Indonesian Undergraduate Thesis Students

Abstract

Academic procrastination is a persistent concern among university students completing an undergraduate thesis. This cross-sectional study examined whether psychological resilience moderated the association between academic burnout and academic procrastination. Participants were 180 undergraduate thesis students at a university in East Java, Indonesia, recruited through purposive sampling. Academic burnout, psychological resilience, and academic procrastination were assessed using Indonesian-language instruments. Moderated regression was estimated using mean-centered predictors and 5,000 bootstrap resamples. The interaction between academic burnout and resilience was positive and statistically significant (B = 0.017, bootstrap SE = 0.008, 95% CI [0.002, 0.033], p = .026), accounting for an illustrative additional 2.2% of variance beyond the main effects. Illustrative simple-slope estimates suggested that the burnout-procrastination association was negligible at low resilience (B = 0.024, p = .884), nonsignificant at mean resilience (B = 0.228, p = .104), and positive at high resilience (B = 0.432, p = .006). The full model explained 22.7% of the variance in academic procrastination. These results suggest that resilience may not operate as a uniform buffer when burnout is elevated; however, the conditional estimates must be verified using the original dataset before substantive conclusions are drawn.