<![CDATA[Academic delay is a multifaceted challenge frequently encountered by final-year university students. This study aimed to examine the predictive role of psychological distress and psychological well-being on the duration of academic delay among semester 10–14 students at University X. A quantitative regression design was employed with 31 purposively sampled participants. Data were collected using the Indonesian version of the Mental Health Inventory (MHI-38; Parombean et al., 2023). Multiple regression analysis revealed that psychological distress and psychological well-being did not significantly predict the duration of academic delay, neither simultaneously (F = 0.756; p = 0.479) nor partially (distress: β = −0.190, p = 0.398; well-being: β = 0.268, p = 0.237). These findings suggest that psychological condition alone is insufficient to fully explain the phenomenon of academic delay, underscoring the need for a multidimensional approach that integrates academic, structural, and psychological factors to understand students’ delayed graduation. Practically, university counseling centers are recommended to implement semester-based psychological screening and differentiated interventions—prioritizing students from semester 9 onward—as part of an integrated academic support system.]]>
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