ROLUL MEDIATOR AL AUTOCONTROLULUI ÎN RELAŢIA DINTRE DEPENDENŢA DE INTERNET ŞI PROCRASTINAREA ACADEMICĂ LA ELEVII DE LICEU
THE MEDIATING ROLE OF SELF-CONTROL IN THE RELATIONSHIP BETWEEN INTERNET ADDICTION AND ACADEMIC PROCRASTINATION AMONG HIGH SCHOOL STUDENTS

Summary/Abstract: During adolescence, high school students face numerous academic, social, and personal challenges that can significantly influence learning behaviors. A frequently encountered phenomenon in this context is academic procrastination, defined as the tendency to repeatedly delay the completion of school tasks despite being aware of the negative consequences. Academic procrastination is not merely a problem of time management; rather, it is associated with deeper psychological factors, such as difficulties in behavioral self-regulation and the influence of the digital environment. In this regard, self-control is considered an essential ability for maintaining behaviors oriented toward long-term goals. A low level of self-control can lead to difficulties in managing impulses and to the postponement of academic tasks. At the same time, excessive internet use has become a defining characteristic of adolescents’ lives. Internet addiction is associated with decreased academic engagement, concentration difficulties, and inefficient use of time – factors that may contribute to the emergence of procrastination. The aim of the present study is to analyze the relationship between academic procrastination, self-control, and internet addiction among high school students, as well as the role of self-control and internet addiction in explaining academic procrastination behavior. The instruments used are the Internet Addiction Test (IAT), the Brief Self-Control Scale (BSCS) and the Academic Procrastination Scale (APS). It is expected that the results obtained will provide a better understanding of the relationship between internet addiction, self-control, and academic procrastination among high school students.

• Details
• Contents