The relationship between procrastination and professional identity: the mediating role of self-efficacy and the moderating role of grades

Procrastination is prevalent in higher education environments and can lead to numerous negative consequences. Previous studies have demonstrated that procrastination hurts professionalism, academic performance, and overall identity, but there is limited research on how procrastination affects professional identity. The primary objective of the present study was to examine the mediating influence of self-efficacy on procrastination and professional identity. Additionally, the study aimed to explore the association between grade-regulated self-efficacy and professional identity. The study sample comprised 384 s-year students, 283 juniors, and 253 seniors. The findings demonstrated a strong and adverse relationship between procrastination and self-efficacy, with self-efficacy having a large and favourable impact on professional identity. Furthermore, self-efficacy acted as a mediator between procrastination and professional identity. The association between self-efficacy and professional identity was influenced by grade level, with a more substantial effect observed among students in higher grade groups. Ultimately, self-efficacy had a weaker effect on the link between procrastination and professional identity in the lower grade group due to grade differences. This means we must consider grade differences to minimise delays and develop students' self-efficacy, indirectly shaping their professional identity.