The Mediating Role of Self‑Regulated Learning Self‑Efficacy in the Relationship Between Parental Autonomy Support and Academic Competence Perception with Academic Procrastination in Students

Objective: Academic procrastination, a manifestation of self‑regulatory failure, is influenced by motivational, cognitive, and interpersonal resources. Self‑determination theory posits that parental autonomy support and perceived academic competence play key roles in shaping self‑regulatory processes; however, the precise psychological mechanisms affecting procrastination still require empirical clarification. This study examined the mediating role of self‑regulated learning self‑efficacy in the relationship between parental autonomy support and perceived academic competence with students’ academic procrastination.

Method: This descriptive study employed structural equation modeling. The statistical population comprised all first‑cycle secondary‑school students in Ardabil during the 2025-2026 academic year. Based on G*Power analysis, the minimum sample size was estimated at 200–250 participants; however, to increase estimation precision, the final sample was raised to 350. Multi‑stage cluster sampling was used, and participants completed questionnaires on parental autonomy support, perceived academic competence, self‑regulated learning self‑efficacy, and academic procrastination. Data were analyzed with SPSS‑24 and LISREL‑10.

Results: Findings indicated that parental autonomy support and perceived academic competence had significant direct effects on academic procrastination. Self‑regulated learning self‑efficacy significantly mediated the indirect paths of these two variables on procrastination, and the final model showed satisfactory fit indices (P<0.05).
Conclusion: Results underscore the central role of learning self‑efficacy in explaining the effects of parental and cognitive factors on academic procrastination, providing a basis for designing educational interventions focused on enhancing self‑regulation.