The Relationships Between Academic Procrastination, Psychological Capital on Schoolwork and Academic Performance: Moderated Mediation Model
List of Authors
Seow Ling Ooh, Soon Aun Tan, Yee Chii Chua
Keyword
academic procrastination, psychological capital, academic performance, university students
Abstract
Academic procrastination has become a significant issue in higher education, adversely affecting university students' academic performance. Previous studies have highlighted its relationship with factors such as educational self-regulation and time management, suggesting that procrastination may arise from failures in self-control, including planning, precision, and focus on academic tasks (Arnold, 2022; Filice et al., 2022; Mikusova, 2019; Gokalp et al., 2021). This study explores the role of psychological capital (PsyCap) on schoolwork in mitigating academic procrastination and its subsequent impact on students’ academic performance. Drawing on Self-Regulation Theory, we hypothesize that enhancing students' psychological capital on schoolwork will reduce procrastination behaviours and improve their performance. Specifically, the study investigates a moderated mediation model where both active and passive procrastination mediate the relationship between psychological capital on schoolwork and academic performance among university students. A quantitative survey was conducted with 371 Malaysian university students the Psychological Capital Questionnaire (PCQ; Luthans, Avolio, Avey, & Norman, 2007), New Active Procrastination Scale (APS; Choi & Moran, 2009), and Passive Procrastination Scale (PPS; Choi & Moran, 2009). The findings provide insights into how academic procrastination mediates the link between psychological capital on schoolwork and academic performance after controlling the relevant demographic variables, offering practical implications for student counsellors and educators seeking to enhance student outcomes.