A Causal Model of the Relationships Between Academic Psychological Capital, Self-Regulated Learning, and Active and Passive Procrastination Among Yarmouk University Students in Jordan

Background/purpose. Academic procrastination, prevalent among university students, impacts performance and well-being, yet its dynamics in Arab contexts remain underexplored. This study addresses the research gap by examining the direct and indirect effects of academic psychological capital (PsyCap; self-efficacy, resilience, optimism, hope) on active and passive procrastination, mediated by self-regulated learning (SRL), among Arab university students. The purpose was to develop a causal model to inform interventions in Jordanian higher education settings. Materials/Methods. A quantitative correlational design was employed, surveying 1,326 students (541 males, 785 females) from Yarmouk University, Jordan, in the 2024/2025 academic year. Validated scales measured PsyCap, SRL, and active/passive procrastination. Path analysis within Structural Equation Modeling (SEM) via AMOS software tested direct and indirect effects, with model fit assessed using Chi-square, CFI, TLI, and RMSEA. Results. PsyCap dimensions significantly influenced procrastination: self-efficacy (β = 0.233), resilience (β = 0.119), and hope (β = 0.067) positively affected active procrastination, while hope (β = -0.306) and optimism (β = -0.135) reduced passive procrastination (p < 0.05). All PsyCap dimensions enhanced SRL (β = 0.115–0.200, p < 0.05). SRL positively impacted active procrastination (β = 0.259) and negatively affected passive procrastination (β = -0.200, p < 0.001). SRL mediated PsyCap-procrastination relationships, with partial (β = 0.049–0.062) and full (β = 0.038–0.043) mediation effects (p < 0.05). Conclusion. The validated causal model confirms PsyCap’s direct and indirect effects on procrastination via SRL, offering novel insights for interventions to enhance adaptive behaviors and reduce maladaptive procrastination in Arab universities.