Procrastination is a maladaptive behaviour that students often experience in academic activities and can result in negative consequences to mental health. The challenges imposed by the COVID-19 pandemic can contribute to increase procrastination behaviors in academic activities that the student does not like and in those he/she is passionate. The main objective of this research was to test an integrative model of passion, procrastination, satisfaction with life and psychological distress in students during pandemic. The sample was comprised of 416 university students aged between 18 and 57 years (M_age = 24.81 ± 7.02, 78.1% women). Structural Equation Modeling results revealed that academic procrastination is negatively linked to harmonious passion, and positively linked to obsessive passion. Academic procrastination in turn is negatively linked to satisfaction with life and positively linked to psychological distress. Harmonious passion also was directly positively associated to satisfaction with life and negatively associated to psychological distress. These results suggest that students’ harmonious passion for their studies plays a protective role against academic procrastination and mental health indicators, while obsessive passion represents a risk factor.

拖延是学生在学术活动中经常遇到的一种适应不良的行为，可能对心理健康造成负面影响。COVID-19 大流行带来的挑战可能会增加学生不喜欢的学术活动和他/她热衷的学术活动中的拖延行为。这项研究的主要目的是测试大流行期间学生的激情、拖延、对生活的满意度和心理困扰的综合模型。样本由 416 名 18 至 57 岁（M_年龄 = 24.81 ± 7.02，女性占 78.1%）。结构方程模型结果显示，学业拖延与和谐激情呈负相关，与强迫激情呈正相关。反过来，学业拖延与生活满意度呈负相关，与心理困扰呈正相关。和谐的激情也与生活满意度直接正相关，与心理痛苦负相关。这些结果表明，学生对学习的和谐热情对学业拖延和心理健康指标起到保护作用，而强迫性热情是一个风险因素。