Key points are not available for this paper at this time.
Academic procrastination is a widespread issue in higher education, negatively impacting student performance and well-being. This study investigated the mechanisms linking social networking use and peer pressure to procrastination among university students, with a focus on the mediating role of time management skills and the moderating role of academic self-efficacy. Data were collected from 422 students (Mage = 19.80, SD = 2.15) using validated scales. Results from moderated mediation analysis (PROCESS Model 15) showed that time management partially mediated the relationship between passive social networking and procrastination. Self-efficacy moderated both the direct effect of social networking on procrastination and its indirect effect through time management. The same analysis was conducted for peer pressure and the moderation of academic self-efficacy was significant. These findings suggest that interventions should integrate time management training with efforts to promote healthy digital habits and foster balanced academic self-efficacy.
Gebresilase et al. (Wed,) studied this question.