ArticleFrontiers in psychology2026
Perceived physical literacy and academic procrastination among college students: a chain mediation model of self-control resource depletion and psychological resilience.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Background: Academic procrastination has become increasingly common among Chinese university students and now represents a practical challenge to the quality of higher education talent cultivation. As an important foundation for fostering positive psychological qualities and behavioral regulation among college students, physical literacy has received increasing attention for its potential role in alleviating academic procrastination. Methods: This study employed the Perceived Physical Literacy Scale, the College Students' Academic Procrastination Scale, the Brief Self-Control Depletion Scale, and the Connor-Davidson Resilience Scale to investigate 951 students from two comprehensive universities in Shanghai, examining the effect of perceived physical literacy on academic procrastination and its underlying mechanisms. Results: (1) perceived physical literacy was significantly negatively correlated with academic procrastination and self-control resource depletion, whereas it was significantly positively correlated with psychological resilience, with correlation coefficients of -0.176, -0.121, and 0.188, respectively (all Conclusion: These findings indicate that perceived physical literacy can inhibit academic procrastination among university students by reducing self-control resource depletion and enhancing psychological resilience. This study provides both a theoretical basis and practical implications for universities seeking to strengthen physical practice, enhance students' perceived physical literacy, and promote normative academic behavior.
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