The Mediating Role of Academic Self-Efficacy in the Relationship between Psychological Capital and Academic Procrastination in Students

This research was conducted with the purpose of mediating the role of academic self-efficacy in the relationship between psychological capital and academic procrastination in academic students.

The cross-sectional research method is correlational. The statistical population of the present study included all secondary school students (boys and girls) in the 2nd and 4th districts of Tehran in the academic year 1401-1402, out of 23552 students, 400 were selected by multi-stage cluster sampling method. were selected In this research, the tools of academic procrastination (Solomon and Roth Bloom, 1984), psychological capital (McGee, 2011) and academic self-efficacy (Jinks and Morgan, 1999) were used. In order to analyze the data, SPSS-V23 and Lisrel-V8.8 software were used. Also, in order to respond to the research hypotheses, structural equation modeling was used.

The research findings showed that the model has a good fit. The results showed that psychological capital has a direct effect on academic procrastination in students. Also, the results showed that psychological capital has an indirect effect on academic procrastination in students (through the mediating role of academic self-efficacy).

According to the results, it can be stated that the more psychological capital and academic self-efficacy a person has, the less academic procrastination will be. Therefore, paying attention to the mentioned variables helps researchers and therapists in prevention and designing more suitable treatments.