This study investigated the mediating role of problematic TikTok use in the relationship between academic stress and academic procrastination, considering gender differences. 590 Chinese university students (aged 17-24) completed questionnaires at three time points (T1, T2, T3) over one year, assessing academic stress (T1), problematic TikTok use (T2), and academic procrastination (T1, T3). Results showed positive associations between academic stress, problematic TikTok use, and academic procrastination. Problematic TikTok use mediated the relationship between academic stress at T1 and academic procrastination at T3, but only among male students. This highlights the importance of considering problematic TikTok use and gender when addressing academic procrastination.

Qingqi Liu, Jingjing Li