Impact of Teacher Support, Learning Motivation, Emotional Intelligence on Academic Procrastination and Self-Regulation: Exploring Mediating Role of Educational Self-Efficacy

Abstract

Purpose: Students must exercise self-regulation to enhance their academic performance, while concurrently addressing academic procrastination is imperative. Thus, this research endeavours to explore the influence of teacher support, learning motivation, and emotional intelligence on educational self-efficacy, educational self-regulation, and Academic Procrastination. Additionally, this study examines the mediating role of educational self-efficacy. Methodology: Employing a cross-sectional research design, data were collected from students enrolled in universities located in KSA via simple random sampling, yielding a usable response rate of 70.28%. Analysis of the gathered data was conducted using Smart PLS 4. Findings: The findings suggest that teacher support, learning motivation, and emotional intelligence significantly impact educational self-efficacy. Furthermore, educational self-efficacy strongly influences procrastination and self-regulation. The study confirms the statistically significant mediating effect of educational self-efficacy. Implications: The insights gleaned from this study can inform policymakers and academics in their decision-making processes.