Investigating the Role of Psychological Capital in Academic Procrastination and Adjustment among Chinese University Students

Abstract

Objectives: A close inter-connectivity of students with the virtual world through the Internet has been perceived as a major source of potential harm to students' academic life and activities. This study aimed to highlight the role of cognitive absorption and psychological capital on students' academic performance and academic procrastination with the mediation of cyberloafing. Aligned with the main theme of the research, the directly affected group, i. e., the students, were targeted as unit of analysis followed by quantitative primary data collection from them. Methods: The software SPSS with simple linear regression and hierarchal regression were selected for data evaluation and results derivation. Results: The study implied the facts that the psychological capital and cognitive absorption were significant for enhancing academic performance directly as well as indirectly. In the case of academic procrastination, the study encountered negative impacts on the academic procrastination and insignificant impact of psychological capital through cyberloafing. Conclusion: With these results, the study identified that the constructive psychological capital and a healthy cognitive absorption capacity was beneficial for students to maintain their performance and overcome their laziness in academic activities. Likewise, in this domain, cyberloafing is effective if utilized within the academic domain.