The Relationship Between Time Perception and Academic Performance in Primary School Students and the Apparent Mediating Effect of Academic Procrastination

In this study, we explored (i) the relationship between time perception and primary school students’ academic performance and (ii) the mediating effect of their academic procrastination. We measured time perception in 321 students in primary grades 2, 4, and 6 in Shenyang, China. Students also completed the General Procrastination Acale, and we obtained measures of their academic performance during the semester from their teacher. Results indicated that time perception was significantly and positively correlated with academic performance ( β = 0.16, t = 3.18, p < .001), and time perception and academic procrastination were significantly negatively correlated ( β = −0.16, t = −2.92, p < .01); academic procrastination and academic performance were also significantly negatively correlated ( β = −0.27, t = −5.38, p < .001). Academic procrastination played a mediating role in the relationship between time perception and academic performance, with an indirect effect of 0.04 that accounted for 25.96% of the total academic performance effect. The bootstrap 95% CI was 0.01–0.08. These results may help teachers improve primary school students’ academic performance and inspire parents and schools to cultivate students’ accurate time perception and prevent academic procrastination in young learners.