<![CDATA[Academic procrastination is prevalent among university students and is associated with poorer academic achievement and psychological well-being. Although academic flow and task aversiveness may be relevant to procrastination, it remains unclear whether task aversiveness changes the strength of the flow–procrastination relationship. This study examined the associations of academic flow and task aversiveness with academic procrastination and tested the moderating role of task aversiveness. A cross-sectional correlational survey was conducted among 369 active students from the fourth through final semesters at UIN Ar-Raniry Banda Aceh. Participants were selected using proportionate stratified sampling. Data were collected using the Academic Procrastination Scale, Academic Flow Scale, and Task Aversiveness Scale and analyzed using moderated regression analysis. Academic flow was negatively associated with academic procrastination (B = −0.163, p < .001), whereas task aversiveness was positively associated with academic procrastination (B = 0.419, p < .001). However, the interaction between academic flow and task aversiveness was not significant (B = 0.001, p = .687), indicating that the hypothesized moderation was not supported. These findings suggest that academic flow and task aversiveness are independently associated with academic procrastination, but task aversiveness does not appear to alter the flow–procrastination relationship. Longitudinal and experimental studies are needed to clarify the temporal and causal mechanisms underlying these associations.]]>
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