Social Support and Self-Efficacy as Protective Factors Against Academic Procrastination: A Systematic Literature Review

Indriana Rahmawati; Abdul Basith

doi:10.21093/jtikborneo

Authors

Indriana Rahmawati Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda; Universitas Negeri Malang https://orcid.org/0000-0002-7096-4775
Abdul Basith Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda https://orcid.org/0009-0006-1771-2911

DOI:

https://doi.org/10.21093/jtikborneo%20

Keywords:

academic procrastination, social peer support, self-efficacy, protective factors, systematic literature review, higher education

Abstract

Academic procrastination is a widespread barrier to student success in various educational and cultural contexts. Personal and interpersonal resources, particularly self-efficacy and social support, are increasingly viewed as protective factors against this tendency. Objective: This Systematic Literature Review (SLR) aims to synthesise empirical evidence regarding the role of self-efficacy and social support as protective factors against academic procrastination. Method: The review was conducted based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Literature was searched through Scopus, Web of Science, and Google Scholar for publications from 2020–2026. Inclusion criteria include peer-reviewed empirical articles, available in full text, discussing academic procrastination, and examining self-efficacy and/or social support in educational populations. Out of the 142 identified articles, 18 duplicates were removed, 72 articles were excluded at the screening stage, and 28 articles were excluded after full-text evaluation. A total of 24 empirical studies met all the criteria and were included in the qualitative synthesis. Results: Academic self-efficacy consistently has a negative relationship with academic procrastination and often serves as a mediator linking social support to a reduction in procrastination. The influence of social support tends to be stronger indirectly through the enhancement of self-efficacy, motivation, and self-regulation. Conclusion: Self-efficacy and social support are complementary protective resources in reducing academic procrastination. The findings support the perspective of Bandura's Social Cognitive Theory and the social support buffering hypothesis, and indicate the need for further research in the context of Islamic higher education and cross-cultural settings.

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