An Invariant Explanatory Model of Procrastination Self-Regulation Based on Self-Efficacy and Positive Affect: Examining Gender and Educational Status

In the educational field, psychology has empirically demonstrated the empowering effect of self-regulation. However, few studies have considered self-regulation as a component of procrastination. Examining self-regulation through this new perspective can increase understanding of the phenomenon. Thus, this study aimed to establish an invariant explanatory model of self-regulation of procrastination using self-efficacy and affect. 1224 Peruvian students (61,5% female) participated. The model obtained adequate fit indices, demonstrating the influence of self-efficacy and its effect on procrastination self-regulation behavior. The results showed that self-efficacy strongly predicts procrastination self-regulation. The direct, indirect, and total effects were all statistically significant, with a large effect size. Additionally, the model was invariant between genders and educational status. In conclusion, students with high self-efficacy may exhibit more significant control over procrastinative behaviors through positive emotional stability. This finding can be interpreted similarly for the gender and educational status groups.