Procrastination and Academic Self-Efficacy Among University Students: Role of Time Management as a Mediator

Abstract

The current study investigates the mediating effect of time management in the relationship between procrastination and academic self-efficacy among university students. The data was collected from different universities of Islamabad and Rawalpindi among University students (N= 181; Male, Female) through a survey approach, using convenience sampling technique. General Procrastination Scale (Sirois et al., 2019), General Academic Self- Efficacy Scale (Nielsen et al., 2017), and Time Management scale (Britton & Tesser, 1991) were used to measure procrastination, academic self-efficacy and time management skills among university students. The research findings revealed the significant negative correlation between procrastination and academic self-efficacy among university students. The findings imply that there is a significant negative correlation between procrastination and time management whereas; time management shows a positive correlation with academic self-efficacy. Findings revealed that procrastination significantly negatively predicted academic self-efficacy. The total effect of procrastination decreased after accounting for time management, indicating mediation. The gender does not have a significant difference in procrastination, time management and academic self-efficacy. The results show that graduate, undergraduate, and postgraduate education levels did not significantly differ in procrastination and time management. However, postgraduate students had the greatest mean score in academic self- efficacy compared to undergraduates and graduates. According to the study, institutions of higher learning can put ideas in to action, offer individualized counseling, and create a positive learning atmosphere.