The role of construal level in active academic procrastination: The mediating effects of academic delay of gratification and self-Regulated learning in junior High school students

Active academic procrastination (AAP) plays a crucial role in academic functioning among junior high school students; however, its association with construal level (CL) remains insufficiently examined. This study investigated the relationship between CL and AAP, with particular attention to the mediating effects of academic delay of gratification (ADG) and self-regulated learning (SRL). A total of 658 junior high school students completed a set of validated self-report questionnaires. Significant grade-level differences in AAP were observed, with third-year students reporting the highest scores and first-year students the lowest. ADG also differed by grade, with second-year students scoring lower than both their first- and third-year counterparts. CL, ADG, SRL, and AAP were all positively correlated. Mediation analyses indicated that both ADG and SRL significantly mediated the association between CL and AAP. These findings underscore the importance of CL in shaping students’ self-regulatory strategies and academic behavior.