Procrastination Behaviour and Academic Satisfaction among University Students: The Mediating Role of Self-regulated Learning

Abstract This study examines the impact of procrastination on academic satisfaction, with a specific focus on the intermediate influence of self-regulated learning. Three hundred nine undergraduate students at a Chinese university were assessed in this study using a questionnaire. The survey evaluated levels of procrastination, self-regulated learning, and academic satisfaction. The results indicated a strong inverse relationship between procrastination, self-regulated learning, and academic satisfaction. Moreover, the tendency of students to delay tasks was found to be a significant predictor of their ability to govern their learning, which in turn predicted their academic satisfaction. The Bootstrap analysis approach confirmed that self-regulated learning partially mediates the association between procrastination and academic satisfaction. This study offers empirical evidence for the influential mechanisms and internal structural connections between procrastination and academic satisfaction. Furthermore, the findings provide more precise recommendations for teachers and students to improve academic satisfaction.