Trial-History Effects During WCST in Treatment-Resistant Schizophrenia.

Academic procrastination (AP) refers to the intentional delay in completing academic tasks despite being aware of the negative consequences and outcomes (Zhang et al. ). Global data indicate that its prevalence among students ranges from 80% to 95% (Rad et al. ; Ibili et al. ). AP is particularly common among medical students, with an incidence rate as high as 52.5% (Zeng et al. ; Tahir et al. ). It may lead to a decline in academic performance, negative emotions and reduced stability in interpersonal relationships (Xu et al. ; Wang et al. ). During the COVID‐19 pandemic, AP was even linked to an increase in suicidal ideation among university students (Cjuno et al. ). Currently, the global nursing shortage remains a serious issue, and the clinical nursing field is placing increasing demands on nurses' professional competence and overall capabilities (Lu et al. ). Undergraduate nursing students represent the future workforce of the nursing profession, yet AP may hinder their acquisition of clinical knowledge and skills, potentially leading to wasted educational resources (Liu et al. ; Guo et al. ). Therefore, AP tends to have adverse effects on the physical and mental well‐being of undergraduate nursing students, their future career development, and the progress of nursing education. It is thus essential to explore the factors influencing AP in this population. Among the many factors influencing AP, professional commitment is a crucial variable. Professional commitment refers to an individual's attitude and identification with their profession, reflecting the level of motivation an individual demonstrates in pursuing goals within his or her professional field (Jilong et al. ). Currently, nurses face multiple challenges, including relatively low social status, high occupational exposure risks, and significant caregiving responsibilities, all of which may negatively impact their professional commitment (Parnikh et al. ; Grochowska et al. ). The nursing profession requires a high level of professional commitment, as a strong commitment reduces nurses' turnover intentions, enhances their professional competence, improves job satisfaction and ensures better quality of care (Duran et al. ; Zhao et al. ). Conversely, low professional commitment is associated with a higher likelihood of AP (Zhang et al. ). Although some studies have reported on the relationship between professional commitment and AP, research specifically focusing on undergraduate nursing students remains limited, highlighting the need for further investigation. Psychological capital (PsyCap) is a personal resource that consists of four key components: hope, self‐efficacy, optimism and resilience, all of which have a significant impact on an individual's behaviour (Li et al. ). Research has shown that PsyCap, as a positive psychological state in the process of personal growth and development, helps nurses effectively cope with work‐related stress and enhances patient satisfaction (He et al. ). For nursing students, self‐efficacy—one of the core components of PsyCap—enhances their learning experience and reduces AP (Terry et al. ; Huang et al. ). Additionally, PsyCap alleviates learning stress, boosts enthusiasm for studying and negatively predicts AP (Zhang et al. ; Hazan‐Liran ). Based on this, increasing PsyCap levels helps reduce AP among nursing students. Currently, intervention techniques such as self‐efficacy enhancement, optimism training, and resilience training have been widely applied in practice due to their proven effectiveness (Pérez‐Marqués et al. ).