The Mediating Effect of Digital Literacy on the Relationship Between Time Management and Academic Procrastination

Abstract

Academic procrastination is the voluntary delay of academic tasks despite anticipating negative consequences, often linked to self-regulation failures and associated with reduced performance and well-being. The purpose of this study was to analyze the mediating role of digital literacy between time management and academic procrastination among college students. A quantitative, non-experimental, descriptive-correlational research design was used to obtain data on 353 college students in Santo Tomas using a stratified random sampling technique. Digital literacy, time management, academic procrastination were measured through standardized tools. Statistical methods, including mean, pearson correlation, and path analysis were used to check the inter-variable relationships along with the digital literacy mediating role. The results showed that students demonstrated strong time management skills, high digital literacy, and noticeable levels of academic procrastination. Digital literacy significantly mediated the relationship between time management and academic procrastination. The correlation analysis indicated that time management had a positive yet weak correlation with academic procrastination (r = 0.641, p < 0.001), and digital literacy also had a significant positive effect on reducing procrastination (r = 0.271, p < 0.001). The mediation analysis further showed that 22.2% of the total effect between time management and academic procrastination could be attributed to digital literacy. This suggests that students with stronger digital skills are better equipped to manage their tasks efficiently, reducing procrastination tendencies. The findings emphasize the importance of improving digital literacy to enhance students' time management strategies and reduce academic procrastination effectively.