The mediating role of Self-Efficacy in the relationship between Self-Control and Academic Procrastination in students

The present research aimed to determine the mediating role of self-efficacy in the relationship between self-control and academic procrastination in students. The present research utilized a descriptive correlational research method employing structural equation modeling. The statistical population for the research comprised all students of Payame Noor University, International Center Of Assaluyeh, in the academic year 2023-2024. In this study, 208 people were selected by the available sampling method. To collect the data, the Academic self-efficacy Questionnaire (ASEQ; Owen and Froman., 1988), Procrastination assessment scale-students (APQ; Solomon and Rothblum., 1984), and Self-controlling scale (Tangney et al., 2004) were used. Data analysis was conducted using structural equation modeling. The results demonstrate that the suggested model has describable fitness. The results showed that self-control and self-efficacy had a significant and negative direct effect on academic procrastination. Also, Self-control had a significant positive effect on self-efficacy (P<0/05). The results of the bootstrap test indicated that self-efficacy played a mediating role between self-control and academic procrastination (P<0/05). The results of this study suggest that self-control is an important factor in reducing academic procrastination among students, and this relationship is mediated by self-efficacy. Self-control can play a significant role in reducing academic procrastination among students through the improvement of self-efficacy.