27th National Clinical Education Symposium Presentation Abstracts

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30 APRIL 2025, WEDNESDAY
10.30-11.45 ORAL PRESENTATION SESSION - 12

Maladaptive Daydreaming and Academic Procrastination: The Relationship with Psychological Symptoms in Medical Students

MUSTAFA KARAAĞAÇ1, Şükrü Alperen Korkmaz2

1. Department of Psychiatry, Karamanoğlu Mehmetbey University, Karaman, Turkey
2. Department of Psychiatry, Çanakkale Ondokuz Mayıs University, Çanakkale, Turkey

DOI: 10.5080/kes27.abs23 Page 44

BACKGROUND AND AIM Maladaptive Daydreaming (MD) is an excessive and immersive form of daydreaming that can interfere with daily life and mental well-being. Academic procrastination, another common issue among students, negatively affects academic performance and psychological health. However, the relationship between MD and procrastination remains unclear. This study examines the associations between MD, academic procrastination, and psychological distress in medical students.
METHODS: This cross-sectional study was conducted among medical students from Çanakkale Onsekiz Mart University and Karamanoglu Mehmetbey University during the 2023-2024 academic year. Data were collected via Google Forms. Participants completed the sociodemographic data form, Maladaptive Daydreaming Scale (MDS-16), Tuckman Academic Procrastination Scale (TPS), and Depression Anxiety Stress Scale (DASS-21). Axis I psychiatric diagnoses were determined based on self-reports rather than structured clinical assessments. Ethical approval was obtained from the Karamanoglu Mehmetbey University Ethics Committee (19.12.2023, IRB no: 12-2023/03). Statistical analyses were performed using SPSS v27.
RESULTS: The study included 201 students (42.8% male, 57.2% female). MDS-16 scores correlated positively with depression (r = 0.245, p < 0.01), anxiety (r = 0.222, p < 0.01), stress (r = 0.216, p < 0.01), and academic procrastination (r = 0.181, p < 0.05). Maladaptive daydreamers (MDers) had significantly higher depression (p = 0.002), anxiety (p = 0.003), stress (p = 0.018), and procrastination (p = 0.034) scores but did not differ in grade point average (GPA) (p = 0.319). Academic procrastination negatively correlated with GPA (r = -0.216, p < 0.01).
CONCLUSIONS: MD is associated with greater procrastination and psychological distress, suggesting that excessive daydreaming may serve as an emotional escape. Increased procrastination in MDers may result from difficulties managing time and responsibilities, reinforcing stress and avoidance behaviors. Although MD did not impact GPA, its link to distress highlights the need for interventions. Future research should explore coping mechanisms to help students manage MD’s academic consequences.