The Effect of Phubbing and Social Support on Students’ Academic Procrastination with Self-Control as a Moderator
DOI:
https://doi.org/10.54518/rh.6.4.2026.1499Keywords:
Academic Procrastination, Phubbing, Self-Control, Social SupportAbstract
Academic procrastination has become a major challenge in higher education, particularly with the widespread use of smartphones that increases digital distractions and may interfere with students’ academic responsibilities. This study aimed to examine the effects of phubbing and social support on academic procrastination, while investigating the moderating role of self-control. A quantitative cross-sectional survey design was employed involving 252 undergraduate students selected through simple random sampling. Data were collected using a structured online questionnaire and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS. The findings revealed that phubbing significantly increased academic procrastination, whereas self-control significantly reduced academic procrastination. In contrast, social support did not significantly affect academic procrastination. Furthermore, self-control did not moderate the relationships between phubbing and academic procrastination or between social support and academic procrastination. These results indicate that academic procrastination is influenced primarily by students’ behavioral and self-regulatory capacities rather than by external social support. The study concludes that reducing excessive smartphone use and strengthening self-control are more effective strategies for minimizing academic procrastination than relying solely on supportive social environments, thereby providing practical implications for universities in developing student self-regulation programs.
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