Impact of college students' academic procrastination on subjective well-being

Abstract

We used mindfulness as a mediating variable and self-efficacy as a moderator to examine the relationship between academic procrastination and subjective well-being. Participants comprised 512 college students from Hangzhou, Xiamen, and Huizhou in China. Results show that academic procrastination had a negative impact on subjective well-being, and that mindfulness was a mediator in this relationship. In addition, self-efficacy played a moderating role in the academic procrastination–mindfulness relationship, and, to a certain extent, regulated the relationship between academic procrastination and subjective well-being. Thus, the stronger the self-efficacy of college students, the weaker was the negative predictive effect of academic procrastination on mindfulness. The significance of mindfulness and self-efficacy regarding subjective well-being among procrastinators is discussed.