The Impact of Online Learning Self-efficacy on Academic Procrastination Among College Students: The Chain Mediating Role of Future Time Perspective and Self-control

Objective: To explore the chain mediating role of future time perspective and self-control in the relationship between online learning self-efficacy and academic procrastination. Methods: A total of 508 college students were surveyed using the Online Learning Self-Efficacy Scale, Future Time Perspective Scale, Self-Control Scale, and Academic Procrastination Scale. Results: Correlation analysis showed that online learning self-efficacy was significantly positively correlated with future time perspective and self-control, while academic procrastination was significantly negatively correlated with online learning self-efficacy, future time perspective, and self-control. The mediation tests indicated that three indirect pathways were significant: online learning self-efficacy → future time perspective → academic procrastination; online learning self-efficacy → self-control → academic procrastination; and online learning selfefficacy → future time perspective → self-control → academic procrastination. Conclusion: Future time perspective and self-control play a chain mediating role in the relationship between online learning self-efficacy and academic procrastination among college students.