Impact of college students’ academic procrastination on subjective well-being

• Xiaodong Bu

  Jilin University

• Lin Wu

  Wuhan University

• Hongchun Wang

  Guangdong University of Education

We used mindfulness as a mediating variable and self-efficacy as a moderator to examine the relationship between academic procrastination and subjective well-being. Participants comprised 512 college students from Hangzhou, Xiamen, and Huizhou in China. Results show that academic procrastination had a negative impact on subjective well-being, and that mindfulness was a mediator in this relationship. In addition, self-efficacy played a moderating role in the academic procrastination–mindfulness relationship, and, to a certain extent, regulated the relationship between academic procrastination and subjective well-being. Thus, the stronger the self-efficacy of college students, the weaker was the negative predictive effect of academic procrastination on mindfulness. The significance of mindfulness and self-efficacy regarding subjective well-being among procrastinators is discussed.

1. Xiaodong Bu, Jilin University
   School of Philosophy and Sociology
2. Lin Wu, Wuhan University
   School of Sociology
3. Hongchun Wang, Guangdong University of Education
   Department of Applied Psychology

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