Previous studies have shown that students procrastinate during exam preparation phase. Until now, only a few studies have investigated emotions that accompany academic procrastination in real-life situations. Further, there is a lack of studies that investigate the co-occurrence of both positive and negative emotions during procrastination episodes although both emotions can co-occur and interact within a person. We therefore examined how within-person experiences of exam-related emotions (i.e., anxiety and hope), learning-related confusion, and between-person factors (i.e., trait procrastination, gender, age, semester, and relevant exam) relate to state procrastination of learning during preparations for a relevant end-of-semester exam. A total of N = 93 students participated in an experience sampling procedure for 10 days prior to the relevant exam. As expected, multilevel logistic regression analyses showed that state procrastination was associated with higher anxiety, lower hope, and higher trait procrastination. The association between hope and state procrastination was weaker when anxiety was higher. Confusion and demographic variables had no significant relationship with state procrastination. Interestingly, these emotional experiences related to state procrastination were not comparable to delay per se suggesting that the two phenomena are distinct. Our research highlights the dynamic interplay of anxiety and hope during procrastination episodes.

先前的研究表明，学生在考试准备阶段会拖延。到目前为止，只有少数研究调查了现实生活中伴随学术拖延而产生的情绪。此外，尽管有两种情绪可以共存并在人体内相互作用，但缺乏研究来研究在拖延发作期间正情绪和负情绪的同时存在。因此，我们研究了与考试相关的情绪（即焦虑和希望），与学习相关的混乱以及人际因素（即特质拖延，性别，年龄，学期和相关考试）的人内经历与状态之间的关系。在准备相关学期末考试期间的学习拖延。共N = 93名学生在相关考试之前的10天内参加了一次体验抽样程序。不出所料，多级逻辑回归分析表明，国家拖延症与更高的焦虑，更低的希望和更高的性状拖延症有关。焦虑程度越高，希望与国家拖延之间的联系越弱。混乱和人口统计学变量与国家拖延没有显着关系。有趣的是，这些与国家拖延有关的情感经历无法与延迟本身相提并论，这表明这两种现象是截然不同的。我们的研究强调了在拖延发作期间焦虑与希望之间的动态相互作用。