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Research papers on Procrastination and self-regulation

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  1. Self-Regulation and Academic Procrastination

    Caroline B. Senécal, Richard Koestner, Robert J. Vallerand · 1995 · The Journal of Social Psychology · 560 citations

    The role of autonomous self-regulation as a predictor of academic procrastination was assessed. French-Canadian students from a junior college (N = 498) completed the Academic Motivation Scale as well as an academic procrastination scale and other measures (anxiety, self-esteem, and depression) that have been found to be related to fear of failure. Correlation results indicated that students with intrinsic reasons for pursuing academic tasks procrastinated less than those with less autonomous reasons (external regulation and amotivation). Regression results indicated that the measures of depression, self-esteem, and anxiety accounted for 14% of the variance in academic procrastination, where

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  2. The Impact of Online Graduate Students' Motivation and Self-Regulation on Academic Procrastination

    Glenda C. Rakes, Karee E. Dunn · 2010 · 229 citations

    With the rapid growth in online programs come concerns about how best to support student learning in this segment of the university population. The purpose of this study was to investigate the impact of effort regulation, a self-regulatory skill, and intrinsic motivation on online graduate students ’ levels of academic procrastination, behavior that can adversely affect both the quality and quantity of student work. This research was guided by one primary question: Are online graduate students ’ intrinsic motivation and use of effort regulation strategies predictive of procrastination? Results indicated that as intrinsic motivation to learn and effort regulation decrease, procrastination inc

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  5. Academic Procrastinators and Their Self-Regulation

    Seung Won Park, Rayne Audrey Sperling · 2012 · Psychology · 113 citations

    Previous procrastination research has provided considerable support for procrastination as a failure of self-regulation. However, procrastination has rarely been examined in relation to models of self-regulated learning. The purpose of this study was to understand the motives and reasons for academic procrastination from a self-regulated learning perspective. The current study employed a mixed-methods design in which participants completed several survey instruments of academic procrastination, self-regulation, and academic motivation and participated in semi-structured interviews. Findings indicated that academic procrastination was related to poor self-regulatory skills and defensive behav

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  6. Effects of academic self-regulation on procrastination, academic stress and anxiety, resilience and academic performance in a sample of Spanish secondary school students

    Antonio Ragusa, Jeronimo Javier Gonzalez-Bernal, Rubén Trigueros, et al. · 2023 · Frontiers in Psychology · 107 citations

    Introduction: One of the biggest challenges facing students today is procrastination, which is closely related to stress, anxiety and, in the most severe cases, depression. The aim of the present study is to analyze the influence of academic self-regulation on procrastination, academic anxiety and stress, academic resilience and academic performance. Method: = 17.25; SD = 3.45). A structural equation model was used to analyze the relationship between the study variables. Results: Analyzes showed that academic self-regulation negatively predicted procrastination. In turn, procrastination positively predicted academic stress and anxiety. However, resilience exerted a protective influence by be

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  7. Reasons of Academic Procrastination: Self-regulation, Academic Self-efficacy, Life Satisfaction and Demographics Variables

    Mehmet Kandemir · 2014 · Procedia - Social and Behavioral Sciences · 103 citations

    The behavior of academic procrastination is quite common among students. Students can not show their real performances in learning processes and they fail because of procrastination behaviors. Determining the reasons of this behavior can decrease students’ behaviors and help them show their performances. In this context, the goal of this research is to determine how the variables of self-regulation, self-efficacy, life satisfaction, hope and other descriptive variables, which are mentioned in the related literature about academic procrastination, explain academic procrastination behavior in the regression model. Descriptive survey model and availability sampling model are used in order to re

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  9. Young University Students’ Academic Self-Regulation Profiles and Their Associated Procrastination: Autonomous Functioning Requires Self-Regulated Operations

    Rafael Valenzuela, Núria Codina, Isabel Castillo, et al. · 2020 · Frontiers in Psychology · 56 citations

    Students’ autonomous self-regulation in learning requires not only self-motivation, but also volition. In this regard, self-regulation entails strategies both for enhancing self-motivation (goal setting, learning from mistakes) and volitional regulation (strategic decision making). Furthermore, personal characteristics, such as trait-level perseverance or grit may significantly influence both motivation and volition. Subpar self-regulation leads to procrastination, which has been defined as a volitional self-regulation problem – a tendency towards dysregulated behaviour that affects young people’s autonomy and well-being. Previous research has confirmed a negative relationship between self-r

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  10. Predicting academic procrastination of students based on academic self-efficacy and emotional regulation difficulties

    Hamidreza Farhadi Rad, Shima Bordbar, Jamshid Bahmaei, et al. · 2025 · Scientific Reports · 51 citations

    Academic procrastination is one of the major factors that can be a serious obstacle for students to achieve academic progress and success. This research aimed to investigate and predict academic procrastination based on academic self-efficacy and emotional regulation difficulties of students of one of the medical sciences universities in southern Iran in 2024. This descriptive-analytical cross-sectional study was conducted on 290 students of different fields in the south of Iran between January and April 2024. Data was collected using standard questionnaires of academic procrastination, academic self-efficacy, and difficulty in emotional regulation. Descriptive statistics, t-test, ANOVA, Pea

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  11. Self-Regulation in Academic Success: Exploring the Impact of Volitional Control Strategies, Time Management Planning, and Procrastination

    Abílio Afonso Lourenço, Maria Olimpia Paiva · 2024 · International Journal of Changes in Education · 17 citations

    Theoretical foundations in recent years emphasize that a significant number of students globally continue to exhibit a lack of commitment and motivation in school activities, leading to diminished proficiency levels in specific areas of study. The magnitude of this phenomenon, coupled with its evident social implications, suggests that we are facing restlessness and a growing demand for urgent answers and results. In the educational context, the sociocognitive perspective conceives the construct of self-regulation for learning as the management and mastery of a set of factors that emerge as crucial elements for high-quality learning and, predictably, academic success. To achieve this success

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  12. You have a notification: the role of push notifications in shaping students’ engagement, self-regulation and academic procrastination

    Bayram Berkay Mumcu, Ayça Çebi · 2025 · International Journal of Educational Technology in Higher Education · 16 citations

    The utilization of learning management systems has become pervasive in online learning processes within higher education, thereby underscoring the significance of students’ capacity to manage their learning processes effectively. Nevertheless, deficiencies in students’ self-regulation skills in online learning environments give rise to significant challenges, including poor time management and procrastination. This study aims to examine the effects of push notifications via mobile devices on students’ self-regulation, engagement, and academic procrastination behaviors. The study was a quasi-experimental intervention with 53 students enrolled at a state university. The intervention involved t

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  13. Shyness and academic procrastination among Chinese adolescents: a moderated mediation model of self-regulation and self-focused attention

    Hong Sun, Yang Yu, C. Peng · 2024 · Frontiers in Psychology · 9 citations

    Academic procrastination is a common concern among adolescents, but the correlation between shyness and academic procrastination and the internal mechanisms have not yet been thoroughly investigated. Based on a questionnaire survey with 1,279 Chinese middle school students, this study examined the effect of shyness on academic procrastination and its underlying mechanism of self-regulation and self-focused attention. Results revealed that: (1) shyness significantly predicted academic procrastination. (2) Self-regulation mediated the relationship between shyness and academic procrastination. (3) Self-focused attention played a moderating role in the first half of this mediation process. Speci

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  15. The mediation roles of self-regulation and problematic internet use: How maladaptive parenting during the COVID-19 pandemic influenced adolescents' academic procrastination in the postpandemic era.

    He Xiao, Jian Mao, Jia-Rong Chen, et al. · 2024 · Journal of adolescence · 7 citations

    INTRODUCTION In the transition to the postpandemic era, adolescents are working to shift their focus back to school. However, the prevalence of academic procrastination is reflective of that the aftereffects of the pandemic are persisting. Literature documents the increases in the negative parenting behaviors and internet use of adolescents during the pandemic. The excessive internet use has to do with adolescents' self-regulatory capabilities and self-regulation is profoundly shaped by parents' parenting practices. Given the connections among these factors, the present study seeks to understand how maladaptive parenting practices during the pandemic influenced adolescents' academic procrast

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  16. The Relationship of Self Regulation with Academic Procrastination of Students

    Desi Maola Ayu Saputri, Asmidir Ilyas, Zadrian Ardi · 2020 · Jurnal Neo Konseling · 6 citations

    Academic procrastination is the tendency of students to postpone and complete academic assignments so that it adversely affects learning outcomes in school. In this case one of the factors that influences academic procrastination is students' self regulation. By having good self regulation, students can manage and manage themselves in completing academic tasks. But the findings in the field are still the existence of students who carry out academic procrastination, and tend to prioritize more enjoyable activities. This study aims to look at the picture of academic procrastination and self regulation of students and determine the relationship between self regulation and academic procrastinati

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  17. The Influence of Self-Regulation and Time Management on Student Academic Procrastination

    Ahmad Chandra Jaya, Mami Hajaroh, Eva Imania Eliasa · 2025 · Jurnal Ilmiah Bimbingan Konseling Undiksha · 5 citations

    The problem in this study is academic procrastination that many students face and has a negative impact on academic achievement, where the main factors that play a role in reducing it are self-regulation, which helps students control behavior, emotions, and motivation, and time management, which allows students to organize and utilize time effectively. This study aims to analyze the relationship between self-regulation and time management on students' academic procrastination. This study used a quantitative approach with a correlational design and involved 95 students as samples. Data were collected through a scale of self-regulation, time management, and academic procrastination, then analy

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  18. Self-Regulation as a Mediator Between Learning Motivation and Academic Procrastination in Students Who Are Preparing a Thesis

    Aulia Aulia, Dewi Fortuna Septiantika, D. Perdana, et al. · 2024 · International Journal of Islamic Educational Psychology · 4 citations

    Academic procrastination is the failure to complete an academic task within the desired timeframe or postpone the task until the last moment. Academic procrastination can be reduced if students have good self-regulation and motivation. This study aims to empirically test the role of learning motivation in academic procrastination with self-regulation as a mediator. This study uses a quantitative approach with a cross-sectional study. The population in this study is students who are working on a thesis, have worked on at least one semester, and are active in organizations. Sampling was done using purposive sampling techniques. The instruments used are the learning motivation scale, the academ

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  19. Mobile Phone Addiction and Academic Procrastination in Adolescents: The Serial Mediating Roles of Self‐Regulation and Psychological Resilience and the Moderating Role of the Parent‐Child Relationship

    Yang Liu, Yan Lin, Shao-Kun Zhao, et al. · 2025 · Brain and Behavior · 3 citations

    Mobile phone addiction and academic procrastination are two common behavioral challenges among adolescents. While prior research has documented their association, the underlying mechanisms—particularly the mediating roles of self‐regulation and psychological resilience and the moderating role of the parent‐child relationship —remain insufficiently examined.

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  20. Learning Motivation and Self-Regulation Linked to Academic Procrastination

    Etik Dwi Fatmala, Dwi Nastiti · 2025 · Indonesian Journal of Education Methods Development · 2 citations

    General Background: Academic procrastination remains a prevalent issue among high school students, often leading to decreased academic performance and increased psychological distress. Specific Background: Previous studies have identified psychological factors such as learning motivation and self-regulated learning as potential contributors to procrastination. Knowledge Gap: However, limited research has examined the simultaneous influence of these two variables on academic procrastination, particularly among Indonesian high school students. Aims: This study aims to analyze the simultaneous effect of learning motivation and self-regulated learning on academic procrastination among 210 eleven

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  21. Relationship Between Academic Procrastination Behavior and Self-Regulation Among Nursing Students

    Sarah Elsayed Abdullah, Yasmeen Mohamed Shehata, Fatma Hussein Ramadan, et al. · 2024 · Alexandria Scientific Nursing Journal · 2 citations

    Background: Academic procrastination is a widespread problem that affects many students. It refers to the behavior of postponing academic tasks to the point that leads to negative consequences. One of the factors that lead to academic procrastination is lack of self-regulation among students, where there is a lack of motivation and taking the responsibility of the learning process. Aim: Assess the levels of academic procrastination behavior and self-regulation and explore the relationship between academic procrastination behavior and self-regulation among nursing students. Setting: Faculty of Nursing, Alexandria University, Egypt. Subjects: 400 nursing students who were selected randomly by

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  22. The Effectiveness of Self-Regulation Strategy Training on Academic Flourishing and Optimism in Students with Academic Procrastination Tendencies

    Keyumars Keyvan, F. Marashian, Zahra Dasht Bozorgi · 2025 · International Journal of School Health · 1 citations

    Background: Academic procrastination, a pervasive challenge among students, has been shown to significantly impede academic performance and overall well-being. This study investigated the efficacy of self-regulation strategy training in promoting academic flourishing and optimism among students exhibiting tendencies toward academic procrastination. Methods: This study used a quasi-experimental design with a control group. The study population consisted of male high school students exhibiting academic procrastination in Dezful, Iran during the 2022-2023 academic year. Thirty male high school students (aged 16–18), exhibiting procrastination tendencies (scores above 45 on a procrastination que

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  23. The Influence Of Self-Regulation And Social Support On Academic Procrastination Among Students

    R. Safitri, Vabresty Hareni, Nur Shabrina Octarisa, et al. · 2025 · Educate : Journal of Education and Learning · 1 citations

    This study investigates the influence of self-regulation and social support on academic procrastination among students at one of the private universities in Jakarta. Academic procrastination, defined as the intentional delay of academic tasks despite awareness of negative consequences, is a prevalent issue that undermines student performance, increases stress, and affects well-being. This quantitative research employed a census sampling method, involving 96 students from the Faculty of Education. Data were collected using validated psychometric scales: academic procrastination (14 items, α=0.833), self-regulation (19 items, α=0.839), and social support (18 items, α=0.946). Simple and mul

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  24. The Relationship Between Academic Stress And Self-Regulation in Learning on Academic Procrastination among Students at State Junior High Schools in Jakarta

    E. Sari, Happy Karlina Marjo, Eka Wahyuni · 2025 · G-Couns: Jurnal Bimbingan dan Konseling · 1 citations

    Academic achievement is an essential indicator in education, yet it is often hindered by academic procrastination, defined as the tendency of students to delay completing tasks. Academic stress can influence procrastination, which refers to psychological pressure arising from learning demands, and self-regulation, the ability to manage emotions, behavior, and learning strategies. This study examines the relationship between academic stress and self-regulation with academic procrastination among junior high school students in Jakarta. The population consisted of 706 students from State Junior High School A (428 students) and State Junior High School B (278 students). Using Slovin’s formula wi

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