Journal of Pedagogical Sociology and Psychology
When AI self-efficacy meets self-regulation: Conditional pathways to academic procrastination
Ufuk Uluçınar 1, Yusuf İnel 2 *
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1 Department of Educational Sciences, Faculty of Education, Uşak University, Uşak, Türkiye
2 Department of Turkish and Social Sciences Education, Faculty of Education, Uşak University, Uşak, Türkiye
* Corresponding Author
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Journal of Pedagogical Sociology and Psychology, Online First, pp. -
https://doi.org/10.33902/JPSP.202648707

Article Type: Research Article

Published Online: 06 Nov 2026

Views: 1 | Downloads: 2

ABSTRACT
The increasing use of artificial intelligence (AI) tools in academic tasks has highlighted the need to understand how students’ self-efficacy regarding these technologies relates to academic procrastination, particularly in relation to self-regulatory processes and patterns of AI use. This cross-sectional survey study examined the mediating role of self-control and self-management processes in the relationship between preservice teachers’ AI self-efficacy and academic procrastination, as well as the moderating role of AI use frequency in these indirect relationships. The study included 506 preservice teachers. Direct and indirect relationships among the variables and conditional indirect effects were examined using mediation (Model 4) and conditional process (Model 14) analyses in Hayes’s PROCESS v5.0 macro. The findings showed that direct and indirect associations with academic procrastination varied across AI self-efficacy dimensions, with self-evaluation emerging as a significant statistical mediator. Assistance self-efficacy was indirectly associated with lower academic procrastination through both self-monitoring and self-evaluation, whereas anthropomorphic interaction was indirectly associated with higher academic procrastination through self-evaluation. The indirect associations through self-evaluation were smaller in magnitude at higher levels of AI use frequency. These findings suggest that AI self-efficacy should be considered alongside students’ self-regulatory processes and patterns of AI use when examining academic procrastination. They also highlight the potential value of educational programs that address the purposes, stages, and boundaries of academic AI use alongside technical skills.
KEYWORDS
academic procrastination conditional process analysis AI self-efficacy AI use frequency self-regulation
In-text citation: (Uluçınar & İnel, 2026)
Reference: Uluçınar, U., & İnel, Y. (2026). When AI self-efficacy meets self-regulation: Conditional pathways to academic procrastination. Journal of Pedagogical Sociology and Psychology. https://doi.org/10.33902/JPSP.202648707
In-text citation: (1), (2), (3), etc.
Reference: Uluçınar U, İnel Y. When AI self-efficacy meets self-regulation: Conditional pathways to academic procrastination. Journal of Pedagogical Sociology and Psychology. 2026. https://doi.org/10.33902/JPSP.202648707
In-text citation: (1), (2), (3), etc.
Reference: Uluçınar U, İnel Y. When AI self-efficacy meets self-regulation: Conditional pathways to academic procrastination. Journal of Pedagogical Sociology and Psychology. 2026. https://doi.org/10.33902/JPSP.202648707
In-text citation: (Uluçınar and İnel, 2026)
Reference: Uluçınar, Ufuk, and Yusuf İnel. "When AI self-efficacy meets self-regulation: Conditional pathways to academic procrastination". Journal of Pedagogical Sociology and Psychology (2026). https://doi.org/10.33902/JPSP.202648707
In-text citation: (Uluçınar and İnel, 2026)
Reference: Uluçınar, U., and İnel, Y. (2026). When AI self-efficacy meets self-regulation: Conditional pathways to academic procrastination. Journal of Pedagogical Sociology and Psychology. https://doi.org/10.33902/JPSP.202648707
In-text citation: (Uluçınar and İnel, 2026)
Reference: Uluçınar, Ufuk et al. "When AI self-efficacy meets self-regulation: Conditional pathways to academic procrastination". Journal of Pedagogical Sociology and Psychology, 2026. https://doi.org/10.33902/JPSP.202648707
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