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Academic procrastination, a student’s delay in studying or completing academic assignments is a common problem affecting the learning achievement and wellbeing of students. This challenge is important to address because procrastination can develop into a habit that can seriously impact student’s ability to be productive. Therefore the present research was planned to examine the impact of procrastination on academic achievement and mental wellbeing of students; aiming also to investigate the role of self-efficacy as mediator. The study was completed with 857 college students aged 16-20 years (M=17.48, SD=.95); 582 girls and 275 boys. Participants provided data on the measures of procrastination, self-efficacy, and mental wellbeing (anxiety, depression, behavioural control, and positive affect). Results provided the significant findings for the total and direct effect of procrastination on academic achievement, self-efficacy, and mental wellbeing among college students. Findings pertaining to indirect effects of procrastination through self-efficacy showed the significant role of self-efficacy as mediator. These findings have the implications for students’ learning achievement and mental health because their teachers and professionals can minimize the negative impact of procrastination on wellbeing by enhancing their self-efficacy
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