Academic Self-Efficacy as a Mediator between Social Media Usage Intensity and Academic Procrastination among University Students
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Abstract
Backround: The increasing intensity of social media use among university students has led to various academic challenges, one of which is academic procrastination, thereby necessitating an in-depth examination of its underlying factors. Aim: This study aims to examine the relationship between social media usage intensity and academic procrastination with academic self-efficacy as a mediating variable, as well as to test whether social media usage intensity has a direct and indirect effect on academic procrastination through academic self-efficacy. Method: A total of 200 students from IAIN Langsa were selected using purposive sampling. This study employed a quantitative approach with an explanatory research design. Data were collected using three standardized instruments: the College Academic Self-Efficacy Scale, the Social Media Usage Intensity Scale (SIPMS), and the Multidimensional Academic Procrastination Scale (MAPS-15). Data analysis was conducted using Structural Equation Modeling-Partial Least Squares (SEM-PLS), including evaluation of the measurement model and structural model through bootstrapping procedures. Result and Discussions: The results showed that social media usage intensity had a significant positive effect on academic procrastination (β = 0.823, p < 0.001), and a significant positive effect on academic self-efficacy (β = 0.219, p < 0.001). Academic self-efficacy was also found to have a significant effect on academic procrastination (β = 0.181, p < 0.001). Conclusion: Furthermore, academic self-efficacy was found to partially mediate the relationship between social media usage intensity and academic procrastination, indicating that social media use affects academic procrastination both directly and indirectly through academic self-efficacy.
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