The steady growth in the number of college students with learning disabilities (LD) increases the need to investigate their unique characteristics and behaviors in academia. The present study examined the differences in academic and online procrastination, academic stress, and academic self-efficacy between college students with and without LD. In addition, the relationship between these variables was examined. It was assumed that the difficulties experienced by college students with LD would lead them to increased levels of academic stress, and academic and online procrastination. The results showed significant differences in the levels of all variables except online procrastination between students with (n = 77) and without (n = 98) LD. Further analysis indicated that academic stress and academic self-efficacy mediated the link between LD and academic and online procrastination. These findings support the notion that during higher education, students with LD experience more difficulties than students without LD, which at times will lead them to increased levels of procrastination. However, further studies are needed to understand the nature of online procrastination in students with LD in higher education.

学习障碍 (LD) 大学生人数的稳步增长增加了研究他们在学术界的独特特征和行为的必要性。本研究调查了有和没有 LD 的大学生在学业和在线拖延、学业压力和学业自我效能方面的差异。此外，还检查了这些变量之间的关系。据推测，患有 LD 的大学生所经历的困难会导致他们的学业压力增加，以及学业和在线拖延。结果显示，除了在线拖延之外，有（n = 77）和没有（n = 98）LD 的学生之间所有变量的水平都有显着差异。进一步的分析表明，学业压力和学业自我效能在 LD 与学业和网络拖延之间的联系中起中介作用。这些发现支持这样一种观点，即在高等教育期间，有 LD 的学生比没有 LD 的学生遇到更多的困难，这有时会导致他们的拖延程度增加。然而，需要进一步的研究来了解高等教育中 LD 学生在线拖延的性质。