Academic procrastination, the deliberate delay of academic tasks, is a significant concern among university students, impairing academic engagement, achievement, and well-being. Academic stress is a primary cause, with higher perceived stress correlating with more procrastination. While cross-sectional studies link academic stress and procrastination, longitudinal research is limited, and the mediating mechanisms remain unclear. This study focuses on the mediating role of problematic TikTok use, a growing concern given the app's popularity among young people. Problematic TikTok use involves excessive engagement, psychological dependency, and impaired functioning. Although research on problematic TikTok use is limited, evidence suggests it may be influenced by individual factors (self-control, self-efficacy) and environmental factors (parental neglect, school connectedness). Given that problematic internet use is linked to procrastination and that TikTok can serve as a stress-relief tool, this study hypothesizes that problematic TikTok use mediates the relationship between academic stress and procrastination. Furthermore, gender differences may exist in this relationship, with prior research suggesting disparities in problematic internet use and procrastination between genders. Therefore, this study examines the potential mediating effect of problematic TikTok use and the moderating role of gender.

Existing literature extensively documents the negative consequences of academic procrastination, including impaired academic performance, reduced well-being, and increased anxiety and depression. Numerous cross-sectional studies have established a strong link between academic stress and procrastination. However, longitudinal studies examining the long-term impact of academic stress on procrastination are scarce, leaving a gap in our understanding of this dynamic relationship. The rise of short-form video apps like TikTok has introduced a new dimension to this issue. Research shows that problematic social media use is associated with decreased academic performance and mental health issues, and problematic internet use is a risk factor for procrastination. The fragmented nature of short-form videos and their potential as a stress-coping mechanism makes TikTok particularly relevant to understanding procrastination among students. Studies have shown links between stress and problematic internet or smartphone use, suggesting a potential pathway between academic stress, TikTok use, and procrastination. The strength model of self-control posits that stress depletes self-control resources, making individuals more susceptible to engaging in problematic behaviors. Previous research reveals gender differences in problematic internet use, suggesting potential gender moderations in the relationships studied here.

This study employed a one-year longitudinal design with three data collection points (T1, T2, T3) spaced six months apart. A sample of 590 Chinese university students (aged 17-24) participated. At T1, academic stress and academic procrastination were measured. At T2, problematic TikTok use was assessed. At T3, academic procrastination was reassessed. Data from participants who used TikTok were included. Participants completed questionnaires in classrooms using a pen-and-paper format. Academic stress was measured using a four-item scale (Cronbach's alpha = 0.89), problematic TikTok use was assessed with a seven-item scale adapted from the Mobile Phone Addiction Type Scale (Cronbach's alpha = 0.86), and academic procrastination was measured using the Procrastination Assessment Scale-Students (PASS), focusing on the 12 items assessing frequency and severity of procrastination (Cronbach's alpha = 0.96 at T1 and 0.95 at T3). Data analysis included independent samples t-tests to examine gender and urban-rural differences, Pearson correlation analysis to examine intercorrelations between variables, and mediation and moderated mediation analyses using PROCESS macro in SPSS. Covariates included age, urban-rural background, family income, TikTok use time, and baseline academic procrastination.

The independent samples t-test revealed that males reported significantly lower T1 academic stress but significantly higher T1 academic procrastination, T2 problematic TikTok use, and T3 academic procrastination than females. Pearson correlation analysis showed positive correlations between T1 academic stress, T1 academic procrastination, T2 problematic TikTok use, and T3 academic procrastination across both genders. Mediation analysis indicated that T1 academic stress significantly predicted T3 academic procrastination (β = 0.21, p < 0.001). After controlling for covariates, T2 problematic TikTok use significantly mediated the relationship between T1 academic stress and T3 academic procrastination (indirect effect = 0.06, 95% CI [0.03, 0.09]). This indirect effect accounted for 27% of the total effect. Moderated mediation analysis showed that T1 academic stress positively predicted T2 problematic TikTok use (β = 0.30, p < 0.001), with a significant interaction between T1 academic stress and gender (β = -0.37, p < 0.001). The relationship between T1 academic stress and T2 problematic TikTok use was stronger for males (β = 0.48, p < 0.001) than females (β = 0.12, p < 0.01). T2 problematic TikTok use positively predicted T3 academic procrastination (β = 0.17, p < 0.001), with a significant interaction between T2 problematic TikTok use and gender (β = -0.19, p < 0.05). This relationship was stronger for males (β = 0.36, p < 0.001) than females (β = 0.19, p = 0.06). The direct effect of T1 academic stress on T3 academic procrastination remained significant for both males and females. The indirect effect of academic stress on academic procrastination via problematic TikTok use was significant for males (β = 0.13, p < 0.001) but not females (β = -0.01, p > 0.05).

This longitudinal study confirms the direct positive relationship between academic stress and academic procrastination, extending previous cross-sectional findings. Importantly, it demonstrates that problematic TikTok use acts as a significant mediator in this relationship, particularly for male students. The stronger mediation effect among males suggests that interventions targeting problematic TikTok use might be particularly beneficial for this group. The findings highlight the importance of considering both academic stress and problematic TikTok use as targets for interventions aimed at reducing academic procrastination. The gender difference underscores the need for tailored interventions that address the unique challenges faced by male and female students. The significant direct effect of academic stress on academic procrastination across genders emphasizes the importance of managing stress levels in general.

This study provides novel longitudinal evidence supporting the mediating role of problematic TikTok use in the relationship between academic stress and academic procrastination, with a significant gender difference favoring males. Interventions should target both academic stress management and the prevention and management of problematic TikTok use, particularly for male students. Future research should explore the generalizability of these findings across different cultures and age groups and examine other potential mediators and moderators. Investigating the interplay between various forms of problematic internet use and procrastination would also provide a more comprehensive understanding of this issue.

The study's generalizability is limited by its focus on a sample of Chinese university students. The findings may not be directly transferable to other populations or cultural contexts. The study focused solely on problematic TikTok use and did not consider other forms of problematic internet use or smartphone use, which could also contribute to academic procrastination. Future research could explore the comparative mediating effects of different types of problematic digital behavior. Finally, while the study controlled for several potential confounding variables, other unmeasured factors might influence the relationships explored.