The Structural Relationships between school bonding and Academic procrastination in Primary School Students: The Mediating Role of the academic self-efficacy

The aim of this study was to examine the structural relationship of school bonding and academic procrastination with the mediating role of the self-efficacy in students. The participants included 183 fourth, fifth and sixth grad elementary school male and female students that were chose by multistage cluster sampling method. Academic Procrastination Scale, (Savari 1390) with, School Bonding Scale (Rezaisharif and collogue, 1394) and Academic Self-Efficacy Scale (Morgan-Jinks, 1999 were administered). Structural equation modeling (SEM) and Bootstrap tests were conducted to explore direct and indirect pathways of study’s model respectively. Results showed that school bonding with academic procrastination and self-efficacy have direct and significant relationship (P<0.001). School bonding and academic procrastination are antecedents and consequences of self-efficacy in students respectively (P<0.001). The results indicated that self-efficacy has a significant mediating role on the relationship between school bonding and academic procrastination (p<0.05). The findings of this study could help school counselors, education psychologist, and teachers to reduce student’s procrastination problems.