The associations of procrastination with preservice teachers’ stress and experiences during the COVID-19 pandemic: A three‑wave longitudinal investigation

Procrastination tendencies are prevalent and are associated with negative psychosocial outcomes. However, how preservice teachers’ procrastination tendencies prior to the COVID-19 pandemic link to their experiences during and after the COVID-19 pandemic have not been investigated. The present study collected data from three time points, examining how preservice teachers’ procrastination tendencies before the COVID-19 pandemic related to their life satisfaction at the beginning of the COVID-19 pandemic, and their perceived work stress and the COVID-19 impact two and a half years after the outbreak of the pandemic. A total of 385 preservice teachers from Hong Kong were included in this study. Results from structural equation modeling revealed that preservice teachers’ higher procrastination tendencies before the COVID-19 pandemic were associated with lower life satisfaction at the start of the COVID-19 pandemic, which in turn was linked to higher perceived work stress and a more severe COVID-19 impact two and a half years after the COVID-19 outbreak. The results indicated that preservice teachers with procrastination tendencies may be especially vulnerable to experiencing work stress and life disruption in the face of traumatic events or crises. The findings provide valuable insights to both researchers and practitioners, highlighting the importance of addressing procrastination tendencies among preservice teachers. Copyright © 2023 The Author(s), under exclusive licence to Springer Nature B.V.