Abstract: Objective To explore the relationship between college students active or passive procrastination and mindfulness, and to evaluate the mediating role of self-efficacy. Methods A total of 454 college students were assessed with Procrastination Assessment Scale-students, Active Procrastination Scale, Mindful Attention Awareness Scale and General Self-efficacy Inventory. Results Passive procrastination was low or moderately negatively correlated with general self-efficacy(r=-0.34, P<0.01)and mindfulness(r=-0.40, P<0.01), while active procrastination was moderately or low positively correlated with general self-efficacy(r=0.39, P<0.01)and mindfulness(r=0.31, P<0.01). Mindfulness was low positively correlated with general self-efficacy(r=0.23, P<0.01). General self-efficacy played a partial mediating role between active or procrastination and mindfulness, amounting 18.60% and 26.82% effects respectively. Conclusion Higher level of mindfulness is related to lower likeliness of passive procrastination, but higher level of mindfulness is related to higher likeliness of active procrastination. Mindfulness and self-efficacy can negatively predict passive procrastination, while positively predict active procrastination. Our findings improve the understanding of active and passive procrastinations among college students, and provide an important basis for the intervention strategies.

Key words: Procrastination, Active procrastination, Mindfulness, Self-efficacy, Mediating role