Psychological aspects of procrastination prevention as a factor in enhancing the resilience of individuals at various stages of professional development

Introduction. Current trends in socio-economic development highlight the importance of mobilising an individual’s internal resources, aimed not only at adaptation but also at full self-actualisation. In this context, resilience assumes particular significance as a comprehensive psychological resource; however, its role in professional development and career choice remains insufficiently explored. A conflicting factor mediating this process is procrastination, which can undermine personal potential. Aim. The present study aims to identify individual-specific manifestations of resilience among students and working professionals exhibiting varying degrees of procrastination, followed by the development of a prevention programme. Methodology and research methods. The research was conducted within the paradigm of post-non-classical rationality, which involves studying psychological phenomena in their entirety, with particular emphasis on contextuality and development. To implement this approach, the autobiographical narrative method was selected as the primary qualitative technique: respondents were asked to provide a detailed account describing their strategies for solving current life tasks and coping with difficult situations. The standardised psychodiagnostic tools employed included C. Lay’s General Procrastination Scale, adapted by O. S. Vindeker and M. V. Ostanina, and the “Human Resilience” questionnaire by E. A. Rylskaya. The sample size at all stages of the study comprised 167 individuals (n = 167). Empirical data were analysed using statistical methods: the Mann-Whitney U test for comparing two independent samples, the Kruskal-Wallis H test for comparing three or more groups, and content analysis of narrative texts, followed by categorisation of semantic units. Results. The study revealed both quantitative and qualitative differences in the representation of key semantic categories, reflecting the content and strategies of resilience in the consciousness of respondents with varying levels of procrastination. These identified differences are specific to status groups (students and employed professionals). The findings suggest that the effective maintenance of resilience requires not universal, but individual-specific strategies that consider both personal characteristics (such as the level of procrastination) and the socio-psychological context of activity (the stage of professional development). Practical significance. The results of the study have considerable practical potential. They can serve as a foundation for developing psychodiagnostic tools and targeted training programmes in educational and organisational settings.

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