Self-Efficacy and Academic Procrastination Among University Students: The Role of Mindful Awareness
Saher Sarfraz
Pakistan Journal of Positive Psychology September 26, 2026 DOI: 10.67785/pjpp.6.284 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Quantitative correlational study Peer reviewed |
|---|---|
| Sample size | 200 |
| Population | Young adult university students aged 19–25 years from universities in Islamabad |
| Measures | General Self-Efficacy Scale (GSE), Academic Procrastination Assessment Scale–Students (PASS), Mindful Attention Awareness Scale (MAAS) |
| Key points | General self-efficacy was negatively correlated with academic procrastination (r = -.29) and positively correlated with mindfulness (r = .23), while academic procrastination was negatively correlated with mindfulness (r = -.19). No statistically significant gender differences emerged for any of the three variables. The authors argue that self-efficacy and mindful awareness are relevant to understanding academic procrastination and suggest self-regulatory approaches in academic settings. |
Abstract
Academic procrastination is a common academic behavior that may interfere with students’ performance, well-being, and effective self-regulation. The present quantitative correlational study examined the relationships among academic procrastination, general self-efficacy, and mindfulness among university students. The sample comprised 200 young adult university students aged 19–25 years from universities in Islamabad. Data were collected through convenience sampling using the General Self-Efficacy Scale (GSE), Academic Procrastination Assessment Scale–Students (PASS), and Mindful Attention Awareness Scale (MAAS). Descriptive statistics, Pearson correlations, and an independent samples t-test were used to examine the study variables and gender differences. The reported findings showed a negative relationship between general self-efficacy and academic procrastination (r = -.29, p < .01), a positive relationship between general self-efficacy and mindfulness (r = .23, p < .01), and a negative relationship between academic procrastination and mindfulness (r = -.19, p < .01). The reported gender comparisons did not indicate statistically significant differences for general self-efficacy, academic procrastination, or mindfulness. The findings highlight the relevance of self-efficacy and mindful awareness in understanding academic procrastination among university students and provide a basis for considering self-regulatory approaches in academic settings.