Abstract To understand the relationship between smartphone addiction and academic procrastination and the mechanisms at work within this relationship, this study constructs a mediation model to examine the impact of college students' smartphone addiction on their academic procrastination and the mediation effect of academic self-efficacy. A total of 483 college students were surveyed using the Smartphone Addiction Scale—Short Version, College Academic Self-Efficacy Scale and Tuckman Academic Procrastination Scale. Correlation analysis showed that smartphone addiction was positively related to academic procrastination while being negatively related to academic self-efficacy. At the same time, academic self-efficacy and academic procrastination were negatively related. Further, mediation analysis using the PROCESS plugin in SPSS showed that smartphone addiction has a direct predictive effect on students’ academic procrastination and an indirect predictive effect via academic self-efficacy after controlling for age, gender, and academic year. Specifically, academic self-efficacy was found to be a partial mediator and play a buffering role between smartphone addiction and academic procrastination.

中文翻译：

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学业自我效能感对智能手机成瘾与学业拖延关系的中介和缓冲作用

摘要 为了解智能手机成瘾与学业拖延的关系及其作用机制，本研究构建了一个中介模型来考察大学生智能手机成瘾对其学业拖延的影响以及学业自我效能感的中介作用。使用智能手机成瘾量表 - 简短版，大学学业自我效能量表和塔克曼学业拖延量表共对 483 名大学生进行了调查。相关分析表明，智能手机成瘾与学业拖延呈正相关，与学业自我效能感呈负相关。同时，学业自我效能感与学业拖延呈负相关。更多，使用SPSS中的PROCESS插件进行的中介分析表明，在控制了年龄、性别和学年之后，智能手机成瘾对学生的学业拖延具有直接预测作用，并通过学业自我效能感产生间接预测作用。具体而言，学业自我效能被发现是部分中介，并在智能手机成瘾和学业拖延之间发挥缓冲作用。