Drivers of Academic Procrastination and Achievement: A Moderated Mediation Analysis in Students With and Without Specific Learning Disabilities

= 3.83), 572 with SLD. Results indicated a negative correlation between procrastination and GPA. Procrastination was associated with lower self-efficacy and had a nonsignificant direct effect on GPA. However, self-efficacy positively affected GPA. In addition, SLD significantly moderated the relationship between anxiety and GPA. These findings underscore the importance of tailored interventions for students with SLD, as academic procrastination is negatively related to self-efficacy and may indirectly influence academic performance. Understanding these dynamics can inform strategies to enhance academic success among students with learning differences.