Online self‐regulated learning and academic procrastination: A moderated mediation model

Online learning has recently replaced traditional offline learning as the mainstream learning model for Chinese college students owing to the COVID‐19 pandemic. This study examined the relationship between online self‐regulated learning and academic procrastination among 1149 Chinese undergraduates who participated in online learning. The effects of online self‐regulated learning on academic procrastination and whether it was mediated by attention control and moderated by peer support were investigated. Mediation analyses revealed that attention control partially mediates online self‐regulated learning and academic procrastination. Peer support moderated the direct effect of online self‐regulated learning and the mediating effect of attention control on academic procrastination. Our findings provide important ways to reduce academic procrastination and mitigate the adverse impacts of online learning.