Young Adults and the "Disease of Ideality": Procrastination of Academic or Developmental Tasks?

Abstract

In hypermodern society, which is increasingly achievement-oriented, educational contexts are aligned with the culture of perfectionism and urgency: there is a widespread belief that, in order to find a place in the adult world, one must compete with others, surpassing them in the shortest time possible. However, while heteroregulation still prevails in schools, universities suddenly require students to engage in a complex process of self-regulation, while simultaneously meeting standards of “mechanical functioning” that fuel the “malady of the ideal”. In this scenario, one of the main defenses used by university students is procrastination—different from strategic delay—a task avoidance strategy that seeks to ward off negative emotions, such as fear of failure and future anxiety, but has harmful consequences for the well-being and development of young adults, ultimately leading to dropout and various forms of psychological distress. Recent research shows that both contemporary family educational styles, which fuel vulnerable narcissism and the fear of disappointing parental expectations, and economic and social policies that do not promote educational equity and decent youth employment, thereby sustaining a sense of precariousness and uncertainty about the future, play a significant role in the procrastination of academic tasks. University policies should consider these findings to ensure that the developmental needs of young adults are not neglected, while simultaneously protecting our democracies