THE INFLUENCE OF SELF-EFFICACY SUBJECTIVE WELL-BEING AND SELF-CONTROL ON ACADEMIC PROCRASTINATION AMONG CHINESE COLLEGE STUDENTS

Abstract

Academic procrastination is common among university students and linked to negative academic and psychological outcomes. This study explored how self-efficacy, subjective well-being, and self-control influence academic procrastination among Chinese engineering students. A total of 300 undergraduates from Yunnan Metallurgical College were surveyed using standardized scales. The research tools consisted of the General Self-Efficacy Scale, the College Student Subjective Well-being Scale, Self-Control Scale, and the Procrastination Assessment Scale for Students (PASS). Results showed that all three factors were significantly negatively correlated with procrastination (p < 0.001), with self-control being the strongest predictor. The combined model significantly predicted procrastination (F(3,296) = 47.35, p < 0.001), accounting for 31% of the variance. The findings highlight the importance of strengthening psychological resources to reduce procrastination in academic settings.

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