Abstract
It was reported that undergraduate students who delayed their academic tasks habitually and needlessly were at great risk of underachieving academically, as well as putting their psychological well-being in jeopardy. It has been suggested that self-compassion would repress academic procrastination (Neff,2011). The main purpose of this study was to investigate the potential mediation of the effects of three subscales of self-compassion —self-kindness, common humanity, and mindfulness— on academic procrastination through self-efficacy and autonomous motivation. Two hundred and forty-six undergraduate students were asked to complete a questionnaire package that included the self-compassion scale, the self-efficacy scale, the autonomous motivation scale, and the academic procrastination scale. It was found that each of the three subscales of self-compassion related to academic procrastination differently and also it was suggested that in order to mitigate or restrain academic procrastination, it might be useful to promote mindfulness entirely, but not others. Theoretical and practical meanings of these findings and also prospective studies were discussed.
https://ror.org/03aet8853 
