Sönmez, ÖzgeKoyuncu, ZehraAtlı, ZeynepHacıkerimoğlu, ÖzlemTekgol, CansuKadak, Muhammed Tayyib2025-03-232025-03-2320232687-1904https://doi.org/10.5152/cjm.2023.22115https://search.trdizin.gov.tr/tr/yayin/detay/1258415https://hdl.handle.net/11486/3219Objective: Procrastination is putting off intended tasks that are necessary to reach a goal. Attention deficit hyperactivity disorder (ADHD) is character- ized by excessive inattention, impulsivity, and hyperactivity. We aimed to understand the association between academic performance, procrastina- tion, and ADHD. Methods: A group of medical students were screened for procrastination and ADHD by self-report scales. First-, second-, third-, and fourth-year medi- cal students were included in the study. Background information, including birth orders, parents’ education status, department satisfaction, sex, and age, were collected. Tuckman procrastination scale and the adult ADHD self-report scale were applied. Grade point average (GPA) was noted, and it was accepted as an indicator of academic performance. Results: A total of 318 (age: 19.7 ± 1.6; 46% male) volunteer medical students were included. Students with lower GPA had higher tendency to procrastinate than those with high GPA. Even though ADHD self-reported scores were positively correlated with procrastination scores, regression analyses showed that there was no statistically significant association between ADHD symptoms and academic performance. Conclusion: In conclusion, procrastination led to poor academic performance, and nearly half of the students had a tendency to procrastinate. Moreover, students with probable ADHD symptoms tended to procrastinate more. Therefore, students with poor academic performance should be screened for procrastination and ADHD symptoms.eninfo:eu-repo/semantics/openAccessEğitimEğitim AraştırmalarıKlinik NörolojiPsikolojiArticle47329129510.5152/cjm.2023.221151258415