Purpose: This research was conducted with the purpose of 
mediating the role of academic self-efficacy in the relationship 
between psychological capital and academic procrastination in 
academic students.
Materials and methods: The cross-sectional research method 
is correlational. The statistical population of the present study 
included all secondary school students (boys and girls) in the 
2nd and 4th districts of Tehran in the academic year 1401-
1402, out of 23552 students, 400 were selected by multi-stage 
cluster sampling method. were selected In this research, the 
tools of academic procrastination (Solomon and Roth Bloom, 
1984), psychological capital (McGee, 2011) and academic 
self-efficacy (Jinks and Morgan, 1999) were used. In order to 
analyze the data, SPSS-V23 and Lisrel-V8.8 software were 
used. Also, in order to respond to the research hypotheses, 
structural equation modeling was used.
Findings: The research findings showed that the model has a 
good fit. The results showed that psychological capital has a 
direct effect on academic procrastination in students. Also, the 
results showed that psychological capital has an indirect effect 
on academic procrastination in students (through the 
mediating role of academic self-efficacy).
Conclusion: According to the results, it can be stated that the 
more psychological capital and academic self-efficacy a 
person has, the less academic procrastination will be. 
Therefore, paying attention to the mentioned variables helps 
researchers and therapists in prevention and designing more 
suitable treatments.