Introduction. Procrastination, a common phenomenon among students, attracts significant attention in psychological research because of its impact on academic performance and overall well-being. Procrastination, defined as the voluntary postponement of scheduled tasks despite awareness of potentially negative consequences, is a complex pattern of behavior influenced by personality traits as well as psychological factors. The article presents the results of an empirical study of the phenomenon of procrastination among student youth. The purpose of the article is to highlight and describe the results of an empirical study of the phenomenon of procrastination among student youth. Methods of research. To achieve this goal and objectives, a set of psychodiagnostics techniques was selected for the study of procrastination in students. These methods were chosen in view of their high psychometric quality, prevalence in the scientific community and the ability to investigate the relevant psychological factors. The following psychodiagnostics techniques were selected: Methodology «Scale of general procrastination» K. Lei. Test «Assessment of the level of situational (reactive) anxiety» Spielberger-Khanin. Method «Diagnosis of personality on motivation to avoid failure» by T. Ehlers. Fear of Negative Evaluation (BFNE-S). Test questionnaire of self-organization of activity (OSD) Frito Capra. After the selection of methods, an empirical study was conducted, during which 30 students of 1-6 courses of various specialties of the L’viv Polytechnic National University were interviewed. Methods of mathematical and statistical processing of the obtained data were selected, which corresponded to the purpose and objectives of the study. At the stage of data processing and interpretation, the results of five methods were processed according to established keys, after which group indicators were calculated. The obtained results are presented in the form of tables and thoroughly interpreted. And, to identify the factors that cause procrastination in students, the following methods of mathematical statistics were chosen: Correlation analysis by Pearson criteria. Comparative analysis by Student’s criterion. Scientific novelty. It consists in the fact that the author’s study of the phenomenon of procrastination among student youth is presented as a destructive manifestation, which has a close connection with the situational anxiety of the student's personality, motivation to avoid failure, fear of negative assessment, etc. The practical significance of the study. The results outlined in the article will serve as a methodological basis for the consultative practice of a psychologist, as well as when writing scientific articles, methodological recommendations, etc., to increase the performance indicators in the training of students. Conclusions and prospects for further scientific research. So, summing up, we note that after the diagnosis of procrastination among student youth, a statistical analysis of the results was carried out. In particular, the following methods were used: correlation analysis, comparative analysis. Correlation analysis made it possible to determine that procrastination has a direct and strong connection with situational anxiety, with the motivation to avoid failure, with the fear of negative evaluation and has an inverse strong connection with such indicators as regularity, also purposefulness, perseverance, and self-organization. Comparative analysis showed that people with a higher level of procrastination have much more pronounced situational anxiety, motivation to avoid failures and much less pronounced components related to goal setting, planning, self-organization, and time management in general. We see the prospects for further research in the development of training sessions on the prevention of procrastination among young people.

У статті висвітлено результати емпіричного дослідження явища прокрастинації у середовищі студентської молоді за такими психодіагностичними методиками: методика «Шкала загальної прокрастинації» К. Лей; тест «Оцінка рівня ситуативної (реактивної) тривожності» Спілбергера-Ханіна; методика «Діагностики особистості на мотивацію до уникнення невдач» Т. Елерса; методика «Страх негативної оцінки» (BFNE-S); тест-опитувальник самоорганізації діяльності (ОСД) Фріцо Капра.