The Effect of Self-Regulated Learning on Academic Procrastination in Guidance and Counseling Students at Jambi University

Abstract

College students often face challenges in their studies, such as the habit of postponing assignments, also known as academic procrastination. Academic procrastination is influenced by several factors, one of which is self-regulated learning. This study aims to determine the effect of self-regulated learning on academic procrastination in Guidance and Counseling students at Jambi University. This study uses a quantitative method with an ex-post-facto approach. The sample of this study was 180 people taken using the Proportionate stratified random sampling technique. The measuring instrument used was a self-regulated learning questionnaire containing 23 items and an academic procrastination questionnaire containing 15 items. The data analysis technique used a simple regression test. The results of the study obtained an Asym.sig value of 0.000, R Square. 0.332, t count -9.413 > t table 1.960 at (df = 178). The equation obtained shows that self-regulated learning has a negative influence on academic procrastination, where the higher the self-regulated learning ability, the lower the tendency to procrastinate on academic tasks and vice versa.