Abstract
Academic procrastination is a common behavior among high school students. This study aims to evaluate the direct and indirect effects of self-esteem on academic procrastination among high school students based on their general self-efficacy. This study used the Rosenberg Self-Esteem Scale, General Self-Efficacy Scale, and Middle School Student Academic Procrastination Scale as the main measurement tools. 216 high school students in Hefei were selected as the research subjects, and descriptive statistics, reliability and validity analysis, correlation analysis, multiple linear regression analysis, and mediation effect analysis were conducted using SPSS 21.0. The following research conclusion is drawn: First, there is a significant positive correlation between self-esteem and general self-efficacy. Second, there is a significant negative correlation between self-esteem and academic procrastination. Third, general self-efficacy mediates the relationship between self-esteem and academic procrastination.
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