The Effect of Academic Procrastination on Life Satisfaction Among Nursing and Midwifery Students: The Serial Mediation Role of Academic Self-Efficacy and Self-Control

This study examines the effect of academic procrastination on life satisfaction among nursing and midwifery students and explores the serial mediating role of academic self-efficacy and self-control in this relationship. Academic procrastination is a common issue among students and is negatively associated with low life satisfaction. Understanding the mechanisms underlying this relationship is important for developing effective interventions. The study included 467 nursing and midwifery students from a state university. Data were analyzed using SPSS and AMOS to test the serial mediation model. Academic procrastination was found to have significant negative effects on academic self-efficacy (β = -0.521, <i>p</i> < 0.001), self-control (β = -0.556, <i>p</i> < 0.001), and life satisfaction (β = -0.268, <i>p</i> < 0.001). Both academic self-efficacy (β = 0.242, <i>p</i> < 0.001) and self-control (β = 0.317, <i>p</i> < 0.001) significantly predicted life satisfaction. The total indirect effect of academic procrastination on life satisfaction was significant, with academic self-efficacy and self-control acting as significant serial mediators (β = -0.349, 95% CI [-0.452, -0.235]). Academic procrastination reduces life satisfaction among nursing and midwifery students, but this negative effect can be mitigated through enhanced academic self-efficacy and self-control.