Introduction and Objective: In recent years, academic procrastination has emerged as one of the major challenges in students’ learning processes. Therefore, the main objective of this study was to investigate the mediating role of academic ethics in the relationship between perceived competence and academic procrastination among elementary school students in Kazerun.
Research Methodology: This study was applied in purpose and descriptive-correlational in nature. The statistical population included all elementary students in Kazeroon, from which 127 students were selected using a multi-stage cluster sampling method. Data collection tools consisted of three questionnaires: the Academic Procrastination Scale by Solomon and Rothblum (1984) with 27 items (Cronbach’s alpha ranging from 0.73 to 0.91), the Perceived Competence Scale by Harter (1982) assessing cognitive, social, and physical dimensions (alpha between 0.78 and 0.79), and the Academic Ethics Questionnaire developed by Golparvar (2010) with 8 items on a seven-point Likert scale (alpha = 0.70). The validity of the instruments was confirmed through confirmatory factor analysis, and reliability was assessed using Cronbach’s alpha. Data were analyzed using SPSS version 26.
Findings: The results indicated that academic ethics play a mediating role in the relationship between perceived competence and academic procrastination. Moreover, there was a significant relationship between perceived competence and academic procrastination, between perceived competence and academic ethics, and between academic ethics and academic procrastination.
Conclusion: Academic ethics mediate the relationship between perceived competence and academic procrastination. In other words, enhancing perceived competence through the promotion of academic ethics can reduce procrastination. Therefore, fostering academic ethics and strengthening students’ sense of competence can serve as effective strategies for reducing academic procrastination.