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Shalaginova K.S., Bodrova A.E., Saratov A.P. Methodological aspects of diagnosis of the relationship between procrastination and stress among students: rationale and use of an integrated approach. Pedagogical Review. 2026. Issue 4 (68). P. 127-136

The article analyzes the methodological aspects of diagnosing the relationship between procrastination and stress in students. The authors substantiate the need for a comprehensive psychodiagnostic approach that takes into account the multidimensional nature of these phenomena. Procrastination is considered not only as a behavioral malfunction, but also as a maladaptive coping strategy associated with emotional avoidance. Stress is understood within the framework of R. Lazarus' cognitive-transactional model. Three standardized methods were used in the study: P. Steele's Procrastination Scale (PSI) adapted by N.M. Klepikova and I.N. Kormacheva, D. Amirkhan's "Indicator of Coping Strategies" (CSI) adapted by N.A. Sirota and V.M. Yaltonsky, as well as the Depression, Anxiety and Stress Scale (DASS-21) by S. and P. Lovibondov adapted by A.A. Zolotareva. All methods have high psychometric characteristics and are adapted for the Russian-speaking environment. Empirical data was processed using methods of descriptive statistics and correlation analysis (Pearson coefficient). The empirical sample consisted of 35 3rd year students of the Faculty of Psychology aged 20-21 years (25 girls and 10 boys). The presented diagnostic complex allows for a comprehensive assessment of the structure of the relationship between academic procrastination and psychological stress, as well as to identify maladaptive patterns of behavior among students. The results of the correlation analysis empirically substantiate a holistic maladaptive scheme in which procrastination, being closely related to anxiety and active coping deficiency, acts as a key behavioral mechanism mediating and exacerbating psychological stress in the academic environment. The results presented in the article provide a meaningful basis for the development of psychological recommendations, a wellfounded diagnostic complex meets the principles of theoretical congruence and contextual relevance, and creates an empirical foundation for verifying hypotheses about the structural relationships between procrastination and stress. The practical significance of the work lies in the fact that its results can be used in the practice of the psychological service of the university to identify students with a high level of procrastination and develop targeted programs aimed at developing goal-setting skills, self-regulation and adaptive coping strategies; as illustrative material on problems of motivation and stress; as well as in individual psychological counseling of students. experiencing difficulties related to academic procrastination and emotional burnout.

Keywords: procrastination, stress, psychodiagnostics, coping strategies, integrated approach, academic environment, self-regulation